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FOUR HUNDRED GAMES 

FORj 


SCHOOL, HOME, AND 
PLAYGROUND 


By" 

ETHEL F. ACKER 

n 




F. A. OWEN PUBLISHING COMPANY 

DANSVILLE, N. Y. 









Copyright, 1923 

F. A. OWEN PUBLISHING CO. 


Four Hundred Games for School, Home, and Playground 


* 



©Cl A711255 


JUL i H 1923 


AK I 



CONTENTS 


PAGE 

Preface .•. 7 

Value of Play. 11 

Discussion of Age Groups.1. 14 

General Suggestions . 16 

Counting Out and Choosing Sides. 17 

Circle Games . 19 

Dramatic Games . 31 

Singing Games . 46 

Mimetic Games . 68 

-> Tag Games . 91 

Hide and Chase Games.109 

Schoolroom Games. 124 

Special Purpose Games 

Arithmetic . 145 

Drawing .152 

Geography . [.153 

History .156 

Language .159 

Music .169 

Nature. 171 

Reading .173 

Spelling .178 

Miscellaneous .182 

Bean Bag Games ..186 

Ball Games .197 


























6 FOUR HUNDRED GAMES 

Athletic Games 

Contests—Individuals .235 

Contests—Teams . 237 

Jumping ... .242 

Races . 244 

Swatstick . 252 

Miscellaneous . 258 

Quiet Games. 263 

Forfeits and Stunts .294 

INDEX .305 











PREFACE 

There are many books on games and play; and there 
is help for the teacher in all of them. But we have found 
none which seemed really a teacher’s book. One book dis¬ 
cusses the games and play of children with relation to 
periods of growth; several discuss at length the theory of 
games and play and include a description of games to il¬ 
lustrate the theory; others give games classified as to 
place of playing without reference to other conditions of 
the schools. 

We have endeavored to combine the features mentioned 
above: to give a large number and variety of games, and 
to include enough theory and practical information to 
make possible the fullest use of the book. In all of this, 
we have tried to consider the circumstances, the prob¬ 
lems, and the viewpoint of the teacher. We have aimed 
first of all to make the book a working and workable man¬ 
ual so that it will be sufficient if no other guide is used. 
If, however, the teacher goes further into the study of the 
games and the play of children, the material in this book 
will be of still greater value to her. 

In a book of this kind, where so many possibilities of 
classification present themselves, a certain arbitrariness 
of classification is necessary. Overlapping there must be, 
whatever system is used. Games may be classified as to 
formation, environment, equipment, kind of action de¬ 
manded, age of players, number of players, and so on. 
To use exclusively any one basis did not seem desirable. 
Accordingly, we have chosen an eclectic method, classify¬ 
ing according to the essential feature of the game. This 


8 


FOUR HUNDRED GAMES 


feature is sometimes formation, sometimes equipment, 
sometimes environment, etc. For instance, a certain game 
may be one in which a ball is used, an outdoor game, a 
game for large numbers, and one which demands much 
physical exertion. The use of the ball seems here to be 
the primary consideration, and the game is placed in the 
section on ball games. Again, a game may be a game for 
a few players, one which demands no physical exertion, 
and one best used indoors. Such a one is classed with 
the quiet games. 

It should be noted, however, that in the system of cross 
references used, each game, besides being classified ac¬ 
cording to its essential feature, is listed in every class in 
which it may be used to advantage. So, the game of ball 
mentioned above, is listed as an athletic game, and as one 
for the three age groups. 

No marking is given to distinguish indoor from outdoor 
games. In general, the main classifications will settle the 
question. One knows directly that the chase games de¬ 
mand the out-of-doors; that the bean bag arid special pur¬ 
pose games may be played indoors; that the quiet games 
may be played anywhere. Of the others, local surround¬ 
ings, equipment, and the inclination of the players will 
determine the place of playing. Most games may be mod¬ 
ified to fit the environment. The very few strictly indoor 
or outdoor games may be determined in the first reading. 

It is likewise a difficult task to classify games as to 
ages of players. It is well known that a game universally 
called one for little children will often interest older 
children or entertain adults. Playground leaders will 
testify that small children delight in getting into games 
intended for their elders. It has not seemed practicable, 
therefore, to make the age classifications very close. We 
have used three age groups, Group I being the children of 
the kindergarten and first three grades; Group II, the 
children of the intermediate grades, at the ages of 9-12; 
and Group III, the children of the upper grades and high 
school, and adults. There will be overlapping here, too, 


PREFACE 9 

and most games will be found to belong to at least two of 
these age groups. 

Games for the ungraded school must be those in which 
children of varying ages may participate. A large pro¬ 
portion of the games in this book are of that sort. Many 
games suitable for social and community occasions will 
also be found here. 

No collection of games can be both comprehensive in 
scope and original as to material. The value of a book of 
this sort lies in the arrangement and presentation of the 
valuable old material no less than in the inclusion of the 
new. Many sources have been drawn upon for these old 
familiar games. The author has spared no pains to ac¬ 
complish a two-fold purpose: to give the most authorita¬ 
tive version, or that which best preserved the intrinsic 
significance of the games, and to present them in the 
form most acceptable for present-day use. A group of 
games which may be called modern and which have been 
evolved out of experience on playgrounds and in other 
recreational work are also included in this collection. 

Many of the games in this volume are original with the 
author, having been developed by her in her work with 
children in school, or on the public playground and in 
other social work. Several have been taken from Normal 
Instructor-Primary Plans. In this connection, credit is 
due the authors, notably Daniel Chase, Supervisor of 
Physical Education, New York State Department of Edu¬ 
cation; Anna Stewart Fox, Director of Physical Educa¬ 
tion, State Normal Training School, Danbury, Conn.; 
Lucia May Wiant, Supervisor of Expression in the Public 
Schools, Dayton, Ohio; Nella H. Cole, Bishop Rural 
Training School, North Adams, Mass.; and Lydia Clark,, 
Instructor in Physical Training, Illinois State Normal 
University, Normal, Ill. 

Indebtedness for criticisms and suggestions is 
acknowledged to many members of the faculty of the 
Geneseo State Normal School, Geneseo, N. Y., where sev¬ 
eral of the games were tested.—E. F. A. 



THE VALUE OF PLAY 

Probably no other single theory in the field of educa¬ 
tion has made greater progress in the minds of educators 
and laymen in the past few years than that of the impor¬ 
tance of organized play. It is not so long ago that Fried¬ 
rich Froebel stood alone declaring that “The plays of 
childhood are the germinal leaves of all later life,” and 
arguing for the use of play as a means of education. Now, 
any book on child study, or psychology, devotes at least 
several pages to a discussion of play, and some of the 
modern courses in our normal schools train teachers in 
the practice which proves the theory. But all teachers 
and laymen do not yet recognize the value of play. 
Neither are all of our children getting the play life and 
training that our best theory declares essential. 

The theory of games and play is a fascinating study 
which will repay the teacher. We can here touch only a 
few of the outstanding points. There are various theo¬ 
ries. The physiological theory explains play to be phys¬ 
ically a necessity, in that it provides both for a discharge 
of surplus energy and a recreation of the exhausted pow-^ 
ers. The biological theory is that play is based upon the 
instincts of the race, and that the spontaneous actions of 
play are those which the child will need later in his more 
serious pursuits. Lee, in his book Play in Education, 
shows how the various plays fit the child to become nur- 
turer, citizen, soldier, scientist, creator. The psycholog¬ 
ical theory has to do with the mental effects, and it may 
be called, in Holmes’ word, “The discovery of the child 
by himself.” 


12 FOUR HUNDRED GAMES 

In the booklet Community Recreation, published by the 
Y. M. C. A. are found some interesting suggestions. “Play 
and songs have helped make good soldiers. Will they not 
help make good citizens ?” And the following paragraph 
becomes the more significant when the word “pupil” is 
substituted for the word “soldier,” a substitution which is 
very easily possible. “Simple play games proved the 
vehicle upon which the soldiers journeyed from monot¬ 
onous routine to contentment, from physical tensity to 
relaxation. They transferred the soldiers’ leisure from 
the liability to the asset column. As a promoter of morale 
and group loyalty they were most valuable implements.” 

One of the most potent arguments for the placing of 
play on the school curriculum comes from Gregory, in his 
book Better Schools. “There are certain things that all 
children do—sing, talk, love animals, draw, love beauty, 
play. Let us assume that these activities are God’s indi¬ 
cations as to the child’s culture. We enter in our cur¬ 
riculum language, music, nature study, art, to develop the 
indicated tendencies. Why not play?” That children will 
play as well without instruction and supervision is a 
theory long since given up. They do not inherit the abil¬ 
ity for this any more than they inherit the ability to excel 
without training in some of the other subjects mentioned. 
Gregory adds, “It is the child’s nature to play, and we do 
the child a gross injustice, when in our endeavor to build 
character, we ignore that tendency.” Organized play is, 
indeed, as Hughes says, the child’s right and the teach¬ 
er’s opportunity. 

Joseph Lee says that play is the form in which the 
major achieving instincts act, and through which true 
growth takes place. And Kirkpatrick, “Work interests 
lead us to make a living, while play interests enable us to 
live more fully the lives demanded by our natures.” 

Games and organized play offer an excellent opportu¬ 
nity to give the child two things that he needs to-day: a 
conception of the value and necessity of law and a chance 
to accomplish, to achieve. He learns that he cannot play 


13 


THE VALUE OF PLAY 

without conforming to the rules of the game; this knowl¬ 
edge leads him to appreciate the laws of the state and of 
life. Then too, the child of to-day does not have the op¬ 
portunity nor the incentive to “do things” as did the child 
of yesterday. Amusements in which he only looks on, or 
listens, are the rule. As a consequence his individuality 
is not developed. He needs to do things, to realize that 
he is an accomplishing being. In many cases games fur¬ 
nish him the only chance for this realization. 

We are told nowadays that the degree of adaptability is 
the measure of a man’s success, and that education should 
train for adaptability. In games, the child has a chance 
to get this power. The games provide a miniature world, 
in which the child learns the need for and the rewards of 
adapting himself. In the observation games he must be 
quick of sight; in the guessing games he must be quick of 
thought; in games of skill he must be keen and accurate 
as well as quick; in tag and chase, and the like, he must 
be physically able; in the dramatic and circle games he 
must be willing to take a minor part, and to enjoy others’ 
pleasures; in team games he must- co-operate; in special 
games he must be essentially “game” himself; and in all 
games he learns the necessity for fairness, the value of 
even-temperedness, and the obligation and reward of 
waiting one’s turn. With knowledge of these truths, does 
it seem possible to dispute the assertion that games are a 
preparation for life, or to question the wisdom of those 
who, through the ages, have considered them as such? 


DISCUSSION OF AGE GROUPS 

The first age group includes the periods of Experimen¬ 
tation, Imitation, and Individualization. With the exper¬ 
iments of the very youngest, in which they learn about 
themselves and their environments by seeing, touching, 
and manipulating objects, the teacher will have little to 
do. It is well for her to consider this period of the child’s 
life, however, for the possibility of experimenting through 
play and games should be given to the child in his play 
life. In the imitative stage the child does much of his 
imitation in free play, impersonating Father and Mother, 
and those whom he knows. But he is also ready for the 
imaginative games and story plays. This is the period 
for story plays, and for most of the singing and circle 
games, the simpler tag games and the bean bag games. 

The individualization period presents a difficult prob¬ 
lem. In general, children at the latter part of this age 
group, and in the first part of the next, are in what Lee 
calls the “Big Injun” stage, and what the neighbors des¬ 
ignate in more uncomplimentary terms. They are un¬ 
organized, and seemingly incapable of being organized. 
But the need for games is the greater, to provide an out¬ 
let for the excess energy and exuberant spirits. Tag 
games are good here; and some of the more active circle 
games and ball games are enjoyed. 

The next age group is the period of action and competi¬ 
tion, and of the beginning of the team spirit. At this pe¬ 
riod tag and chase games are most popular; the ball is 
greatly in demand, and athletic games come into favor. 


DISCUSSION OF AGE GROUPS 


15 


Girls of this age group still play the circle and singing 
games, and greatly enjoy dramatic games. They like, al¬ 
so, some competitive games, as Snatch the Handkerchief, 
and ball games. 

With the third age group, the games which are favored 
are team games, athletic feats, and contests, and all 
games demanding organization, and skill, whether mental 
or physical. This group also includes adult players. 


GENERAL SUGGESTIONS 

The teacher should have a good whistle with which to 
call games and contests, and to call the children to atten¬ 
tion. This whistle should be obeyed, always. Blindfolds 
are part of the essential equipment. Clean cloths and 
clean stockings make excellent blinds. Large paper bags 
to slip over the head are also good. Burrs, cones, sand, 
shells, seeds, straws, and pebbles are Nature’s own mate¬ 
rials and ought to be supplied in quantities for the little 
ones. Horseshoes, painted white, will make an especially 
interesting set of quoits. Let the children bring these. 
Barrel hoops, and broomsticks, painted white, may be 
used for wands. 

The older children can supply their own bean bags and 
oat sacks, furnish bottles as substitutes for Indian clubs, 
and make swatsticks. With a little encouragement, they 
will also provide score boards, jumping standards, and 
targets. 

And, finally, we would advise the posting of the Sports¬ 
man’s Code, as promulgated by Mr. Milton Fairchild. Its 
silent influence will be more effective than much talking 
by the teacher. 

SPORTSMAN’S CODE 

1. Sport for sport’s sake. 

2. Play the game within the rules. 

3. Be courteous and friendly in your games. 

4. Have courage. 

5. The play shall be decided by the umpire. 

6. Honor for the victors, but no derision for the van¬ 
quished. 

7. The true sportsman is a good loser. 

8. He has pride in his success, but no conceit. 


COUNTING OUT AND CHOOSING SIDES 

In many games it is necessary to have some way of ap¬ 
pointing captains or leaders, or a person to be “it.” In 
many cases, to save time, the teacher makes the appoint¬ 
ment. This method is usually wise with little children, 
and acceptable to them. Not so with the older ones, how¬ 
ever, who prefer their own intricate and interesting meth¬ 
ods of choosing. Indeed, many of these intricate formu¬ 
las and rites are as fascinating as the game itself, and 
childhood is not complete without a knowledge and use of 
some of them. 

The method of using the rhymes is very familiar, and 
is capable of only a few variations. One starts to count. 
He usually begins with himself and goes to the left. 
Sometimes he begins with the person on the left of him. 
The person named on the last syllable is out, and counting 
begins again, and goes on until all but one are out. That 
one is “it.” Any rhyme may be extended by the use of an¬ 
other phrase such as “O-U-T spells out, and out goes she!” 

Counting-out Rhymes 

Enie, menie, mynie, mo, 

Catch a nigger by the toe. 

If he hollers, let him go, 

Enie, menie, mynie, mo. 

Little boy, driving cattle, 

Can’t you hear his money rattle? 

One-a two-a three-a dolla, 

Out goes he! 

Monkey, monkey looking so queer, 

How many monkeys are there here? 

One, two, three, out goes he! 


18 


FOUR HUNDRED GAMES 


Little fishes in a brook, 

Father caught them with his hook; 

Mother fried them in a pan, 

Johnny ate them like a man! 

Onery, twoery, tickery tee, 

Hallibone, crackabone, teneree. 

Whackery, lackery, dackery, lore, 

Hunkety, dunkety, twenty-four! 

Stick stock, stone dead. 

Set him up, set him down, 

Set him in the old man’s crown. 

• Other Methods of Choosing Players or Sides 

1. Drawing cuts is a familiar method and a very fair 
one. It may be done with pieces of paper, or sticks, or 
grass. 

2. How Many Fingers? This is a favorite among the 
boys. Two boys stand facing each other, and on signal 
given by one, they shake their closed fists, and hold up a 
certain number of fingers. The one holding up the few¬ 
est number of fingers is out: the other is “it.” 

3. Racing or jumping. Players line up and race to a 
certain point. The last one to reach the point is “it.” 

4. Last Over, is a form of the above. One player shouts, 
“Last over the fence,” (or gate) and starts for the object. 
The one last to vault or climb it is “it.” 

5. Certain arbitrary methods of grouping people for 
games or stunts are valuable for use with older children 
and adults. Some games, as Busy Partners, Who is Your 
Neighbor? Celebrated Partners, serve to group people in 
couples. 

6. Other methods of grouping are: 

According to the color of hair or eyes. 

According to height. 

According to initial of last name. 

According to month of birth. 

According to season of birth, as winter, summer. 


CIRCLE GAMES 

The circle seems the most natural, indeed, the elemental 
formation of play groups. The teacher of little children 
stands among them, holds out her hands, and instantly 
she and they are one, and the game begins under the most 
auspicious circumstances. It would appear, then, that 
the circle games are the first to use with children, and so 
are placed logically at the beginning of any list of games. 

The scope of the circle games, however, is wider. Older 
children also enjoy playing them. They need, too, very 
often, to counteract the excess of competitive spirit de¬ 
veloped by their other games and to develop the spirit of 
unity and co-operation, which comes from the joined 
hands of the circle. 

A third group benefits from the circle games. The old¬ 
est children and adult players use them. The formation 
of a circle is the surest way to promote acquaintance and 
good fellowship. Hence it is that circle games are found 
among those deemed best for use at social gatherings, and 
the teacher may well use at least one such game in her 
direction of such an affair. 

Circle formation is not difficult to secure. In a group 
of little children, the teacher has only to step among them 
and hold out her hands. Her chief difficulty will be with 
those who “want to stand next to teacher.” Absolute im¬ 
partiality is the wisest course, with exceptions made only 
in favor of the tiny or timid ones. 

Older children will form a circle at the command to do 
so, or they may be commanded to fall in line and follow 
as the leader describes a circle. As the leader takes the 
hand of the last in line, all join hands. Always form the 


20 


FOUR HUNDRED GAMES 

closed circle first, dropping hands afterwards, if an open 
circle is desired. A closed circle is one in which the play¬ 
ers join hands. An open circle is one in which the play¬ 
ers do not clasp hands. They may be any distance apart, 
according to the demands of the game. A close circle is 
one in which the players stand or sit close together, touch¬ 
ing each other, but not joining hands. This formation is 
necessary where articles are being passed, as in Hide the 
Ball and Slipper Slap. 

The double circle may be formed in various ways. 
From the single ring formation, alternate players step in, 
and both inner and outer rings close by joining hands. 
Or, players may number by twos, and the odd numbers 
step in. Or, a double file may be formed, and the leaders 
may describe a circle, as in the single circle formation. The 
double or concentric circles are useful in games in which 
large numbers participate. They are necessary in certain 
games, as Circle Chariot Race and Three Deep. 


Blind Child 

All the players stand in a ring. One is chosen for 
the Blind Child and is blindfolded. The others join 
hands and skip around him in a circle while he slowly 
counts to ten. At ten all stand still while he advances 
and touches one. He tries to guess the name of the one 
touched by feeling of his face, clothes, etc. The one 
whose name is correctly guessed becomes blind child 
next time. 

A variation of this provides that the blindfolded 
child point a wand or stick at some child in the circle, 
ask him questions, and guess his identity by the voice. 
Another form provides that the child pointed at shall 
make some certain sound, as grunting, barking, or the 
like. The blindfolded child guesses the player’s iden¬ 
tity from this sound. 



CIRCLE GAMES 21 

Bear in the Pit 

This game is liked by the small boys. There is also 
an opportunity here to teach the boys that the girls 
are not so strong as they, therefore are hurt more 
easily, and that they must not be too rough when girls 
are playing. The pit is formed by the players joining 
hands to form a ring. One player, the bear, stands 
within the pit. The bear tries to get out, over or under 
or by breaking the bars (clasped hands). If he es¬ 
capes, the others give chase, and the one who catches 
him becomes the bear next time. 

Bull in the Ring 

This is rather a rough game, and should be played 
only by boys of about the same age. All the players 
except one form in a circle and clasp hands securely. 
The odd player stands in the center and is the bull. 
The bull tries to escape from the circle by running 
against the clasped hands of any of the players. 
Should he break through the ring, players give chase. 
The one catching the bull becomes the bull the next 
time. 

Charlie Over the Water 

The players join hands, form a circle, and dance 
about one of their number who has been chosen to 
stand in the center. As they dance they chant the fol¬ 
lowing : 

"Charlie over the water, 

Charlie over the sea, 

Charlie caught a black fish, 

But can't catch me." 

On the last word all squat, and the player in the 
center tries to touch one of the ring players before he 
can stoop. The one touched then takes the place in the 
center. 


22 FOUR HUNDRED GAMES 

Cat and Mouse 

The players stand in a circle with hands joined. 
Two extra players are chosen to act as cat and mouse, 
the former outside as the cat, the latter standing in¬ 
side as the mouse. The object of the game is for the 
cat to catch the mouse. Those in the ring help the 
mouse by raising their arms, letting him pass out of 
or into the circle, but hinder the cat by lowering their 
arms. There should be frequent darting in and out 



Cat and Mouse 


to make the game interesting and to keep the children 
in the ring active. The children should be shown how 
strategy rather than speed will bring success in catch¬ 
ing the mouse; for instance, let a child make believe 
that he is going through one opening in the circle and 
then suddenly dart through another, or instead of fol¬ 
lowing the mouse through the same opening let the 
cat dart through the next one. When the cat catches 












CIRCLE GAMES 


23 


the mouse, the mouse selects another player to be cat, 
and the former cat becomes the mouse. 

Circle Race 

The players form a double circle. At a signal the 
outer players run in one direction around the circle. 
The one who returns to his place first wins the race. 
Then circles are reversed and the former inner circle 
players run. The winners of the two races then race 
together around the circle. 

A variation of this game for older players per¬ 
mits them to touch any player whom they may pass on 
the outside. Players so touched are “out” and the race 
continues until only one player is left. It is an excel¬ 
lent game for large numbers, or for running in a 
limited area. It is also a good snow game. 

Circle Blind Man’s Buff 

In this game the circle acts as a unit in evading the 
Blind Man. He stands in the center, and as he ad¬ 
vances toward one side of the circle, that side of the 
circle retreats, and the other side comes forward. 
Then, of course, if the blind man is quick enough, he 
will turn and catch one of the advancing players. They 
move back quickly to avoid him, but the circle must 
be kept intact. If it breaks, the player to the left of 
the break becomes blind man. This is a good game 
for a limited or cluttered space, as the players do not 
scatter and the blind man is protected. 

Drop the Handkerchief 

In the simplest form of this game the children stand 
in a circle while one child runs around the outside of 
the circle, carrying a handkerchief. He drops the 


24 


FOUR HUNDRED GAMES 


handkerchief behind one of the circle players, and then 
runs faster, trying to return to pick up the handker¬ 
chief before it is discovered. If he does this, the circle 
child goes into the center as a “rotten egg.” If the 
child discovers the handkerchief he chases the runner, 
striving to catch him before he reaches the vacant 
place in the circle. If he succeeds in this, the runner 
continues as “it,” but if not, the chaser takes that 
place. 

Have You Seen My Sheep? 

The players stand in a single circle. A player in the 
center goes to a player in the circle and asks, “Have 



Have You Seen My Sheep? 


you seen my sheep?” The one questioned asks in reply, 
“How is it dressed?” The center player then describes 
the clothing of some one in the ring; for example, 
“He wears a blue suit, a dotted tie, and has light hair.” 












CIRCLE GAMES 25 

The one described runs as soon as he recognizes his 
description. The one questioned chases him, and if 
he catches the runner before he again reaches his 
place in the circle, the runner becomes the next ques¬ 
tioner. If, however, the runner is safe the chaser be¬ 
comes the questioner. 

Herr Slap Jack 

The players stand in a circle, with their elbows bent 
and hands extended backwards, palms up. The one 
who is “it” runs around the circle and slaps the hands 
of some player in the circle. This player at once 
starts to run in the opposite direction around the 
circle. When these players meet on the other side, 
they execute some action decided upon beforehand, 
such as bowing, shaking hands, saluting, etc. Each 
then continues in the direction in which he started. 
The one who first reaches the space in the circle left by 
the child who was tagged is safe. The other one then 
starts around the circle to tag another. The feats 
should be varied and full of activity. 

Hide the Ball 

The children sit on the floor or ground in a close cir¬ 
cle. A ball or other object is passed around. The one 
chosen to be “it” tries to detect the location of the ball. 
When he names correctly the person who has the ball 
that person must go into the center. The players use 
every means to conceal the location of the ball, but it 
must be kept in motion. 

I’ve Lost My Squirrel 

The children stand in a single circle, playing that 
they are squirrels. One child is outside looking for 
his squirrel which he has lost. He walks around, re- 


26 FOUR HUNDRED GAMES 

peating as he goes, “I've lost my squirrel, I’ve lost my 
squirrel." Then he stops just behind some child 
and touches him on the shoulder, saying, “Eve found 
my squirrel." At this the two run in opposite direc¬ 
tions around the circle. The one who gets back to the 
open space first is safe. The other one is “it" for the 
next game. 

Numbers Change 
(French Blind Man’s Buff) 

Players stand or sit in a circle and number off. A 
player in the center calls two numbers, and the two 
players whose numbers are called change places. The 
center player tries to get into one of these vacant 
places. If he succeeds, the player left without a place 
goes into the center and calls other numbers.. At wfill 
he may call, “All change!" and will probably secure a 
place easily while all are changing places. 

When the center player is blindfolded, the game is 
called French Blind Man’s Buff. 

Numbers Change (Double) 

Two players stand, and each in turn calls two num¬ 
bers. In this case, there are at least two players num¬ 
bered alike in the large group. When the numbers are 
called, four people change places, and the calling play¬ 
ers try to secure the vacant places. 

Poison 

Form a circle of eight or ten players about an object 
in the center, an Indian club, a stick of cordwood on 
end, or even a pile of boys’ hats or caps. This object 
in the center is “poison." The players, holding each 
others’ hands, try by pushing and pulling to cause 


CIRCLE GAMES 


27 


members of the circle to touch or overthrow the 
“poison.” When one has done that, he is poisoned and 
must leave the ring. It is a strenuous game much 
liked by older boys. 


Ruth and Jacob 
(Jacob and Rachael) 

The players form a circle with two in the center; 
one is Ruth, the other Jacob. Jacob is blindfolded 
and must try to catch Ruth. He calls “Ruth!” and she 
must answer “Jacob!” The sound of her voice helps 
him to determine her position, but she must try to 
evade him whenever he comes near her. When he 
catches her, she is blindfolded and another boy takes 
the place of Jacob, the former Jacob entering the 
circle. 

If it is desired to make the game more difficult, the 
player who is blindfolded should not know whom he is 
trying to catch, and when Jacob catches Ruth (or vice 
versa) he must guess her name. The players change 
their voices so as not to be recognized. 

Slipper Slap 

The players form a close circle. One player is chos¬ 
en to stand in the center. The players in the circle, 
holding their hands behind their backs, pass a slipper 
around the circle. From time to time some one slaps 
the one in the circle with the slipper. This must be 
done very quickly and the slipper must be passed on 
immediately. If the center player can catch one of 
the circle men with the slipper in his hand, that man 
becomes “it.” 

Several thicknesses of paper may be folded to simu¬ 
late a slipper. 


28 


FOUR HUNDRED GAMES 


Spoon Game 

All of the players but one stand in a circle. The odd 
player is blindfolded and given two spoons. The 
players in the circle move around until the center man 
claps the spoons together. They must then stop mov¬ 
ing, and the center player points a spoon at some one. 
That one steps into the circle, and the blindfolded 
player tries to identify him by feeling over his head 
and face with the bowls of the spoons. He must con¬ 
fine his explorations to the face and head. If he suc¬ 
ceeds in identifying him, they exchange places. 

Circle formation is not necessary in this game. If 
preferred, the blindfolded one may stand in a certain 
spot and players may be selected to stand before him 
for “examination.” 


Snake in the Grass 

Tie a knot in a towel or a cloth, for a snake. The 
players sit in a circle with one of their number in the 
center. They throw the snake from one to the other, 
but if the center player touches another while he holds 
the snake, that player will have to take the center. 
Should the snake drop on the floor, the center play¬ 
er must not touch it but should touch the one who 
picks it up. At this time four or five gather around 
the snake, and before the center player can keep track 
of them all it is tossed into some one’s lap by one of 
the players. 

Statues 

One child is chosen as judge. The others form a cir¬ 
cle, joining hands, and the judge stepping into the 
open place of the circle swings the whole line around. 
As the children drop off, or when the swinging ceases, 
each one keeps the position in which he “landed.” This 


CIRCLE GAMES 


29 


may be ludicrous, artistic, or otherwise remarkable 
The judge selects the best pose and that child is the 
next judge. 


Other Circle Games 

Baste the Bear 
Center Base 
Circle Ball—I 
Circle Chariot Race 

Circle Club Guard 

* 

Circle Crisscross 
Circle Obstacle 
Circle Relay 
Circle Spinning 
Circle Straddle 
Club Bowl 
Cup Star 

Did You Ever See a Lassie? 

Dodge Ball 

Farmer in the Dell 

Fox and Geese—I 

Fox and Geese—II 

Fox Trail 

Gardener and Scamp 
Hopping Chief 
How D’ye Do, My Partner? 
Itisket, Itasket 
Jolly Is the Miller 
Jump the Shot 
Looby Loo 
Moving Ring, The 
Muffin Man, The 
Mulberry Bush, The 
Nixie Polka 
Number Toss 


30 


FOUR HUNDRED GAMES 


Oats, Peas, Beans and Barley 
Pass 

Pass Ball 
Ring Call Ball 

Round and Round the Village 
Sweep 

Thread Follows the Needle, The 

Three Deep 

Touch Ball 

Touching Words 

When I Was a Shoemaker 

Whip Tag 

Wind up the Faggot 


DRAMATIC GAMES 

In this classification of dramatic games, we are using a 
basis different from that in general use. Careful thought' 
will show that there is a group of games in which the chil¬ 
dren personate certain characters or objects, follow a cer¬ 
tain definite procedure, and use special vocabulary or 
lines. There is, too, a definite dramatic element in these 
plays,—a problem, a working up to a climax, a denoue¬ 
ment, a definite end. 

These games are distinct from the dramatic plays or 
dramatizations of the schoolroom. The dramatics of the 
English classes, and those in which the little child is in¬ 
terested are chiefly imitation—playing “soldier,” playing 
“Miss Muffet,” etc. The dramatic game is not merely a 
dramatization of a more complex story. It is a game, 
primarily and always, and the teacher must never let the 
game element be lost or overshadowed by other features. 
Examination of the games Sleeping Beauty and The Gin¬ 
gerbread Man, as they are given here, will disclose the 
difference between the game and mere dramatization of 
the story. 

Probably the surest test of the dramatic qualities of a 
game is the question, “Will children play it alone?” For 
the dramatic game as we classify it has this distinctive - 
feature. In other games there is a demand for an outsider 
to keep up the interest, or to settle disputed points, to 
keep score, or to preserve the formation. Nothing of 
this sort is needed in the dramatic game. Children play 
it by themselves, play it thoroughly and well, and enjoy 
it, not once or twice, but many times. There is an appeal 


32 


FOUR HUNDRED GAMES 


about these games, as about the singing games, and prob¬ 
ably for the same reason, that they are based on old cus¬ 
toms and rituals. And in the fact that any group interested 
in one of these games is self-amusing for a time, there is 
an appeal for the teacher. But there is a deeper reason 
for introducing these games to the children. Beyond a 
question, they supply a fundamental want. They also 
provide splendid opportunity for self-expression, and for 
the exercise of leadership and ingenuity. 

The dramatic game appeals to both boys and girls of all 
ages. It is probably the last real game that the girls play 
except the team games. The boys go from the dramatic 
games to the games of hiding and chase. 

There is a dramatic element in many of the other games 
which are listed at the end of the chapter. 


r Buying Chickens 

All of the children but two stoop, their hands clasp¬ 
ed tight under their knees. The market man stands 
near them. The buyer approaches, and the usual con¬ 
versation about the wares ensues. The buyer tests the 
chickens, finding flaws of some sort in all of them; 
they are too old, too fat, and the like. Finally, how¬ 
ever, he finds one that seems to suit him. He and the 
market man take that chicken by the arms and swing 
it three times. If the arms hold firm, and the chicken 
does not smile, he is taken “home” by the buyer. Any 
player who smiles during the ordeal of testing, or 
whose arms let go during the swinging, must pay some 
penalty. 


Gardener and Scamp 

The children stand in a circle. One child is a gar¬ 
dener planting seed in his garden. Another child is a 
scamp who follows the gardener, working mischief. 



DRAMATIC GAMES 33 

When the gardener discovers the scamp, he asks, 
“What are you doing in my garden?” The scamp 
answers, “Following you.” The gardener then asks, 
“Who let you in?” When the scamp answers, “No 
one,” the gardener chases him and must follow where- 
ever the scamp leads. He must also imitate every ac¬ 
tion of the scamp. The children forming the ring hold 
their hands high so that the scamp may go in and out. 
When the scamp is caught, he becomes the gardener, 
and the gardener chooses another child to be the 
scamp. If the gardener fails to catch the scamp with¬ 
in a certain length of time, he must take his place in 
the ring, and the scamp has the privilege of choosing 
another gardener. The fun comes in imitating every 
action of the scamp, who may do some very funny 
“stunts.” This game may be played in the schoolroom 
with great success, the scamp vaulting the seats or 
running through the aisles. 

Gypsy 

This game is liked by little girls. Any even number 
can play but small groups of six or eight are best. One 
child is chosen to be the gypsy and another to be the 
mother. The other players represent the children. 
The gypsy hides in some convenient place while the 
mother talks to her children, pointing to each one to 
emphasize her remarks as she repeats the following 
rhyme: 

“I charge you, my children, every one, 

To keep good house while I am gone; 

You, and you, and especially you, 

Or else IT1 beat you black and blue.” 

Then she goes away and blinds her eyes with her 
hands. The gypsy appears and stealthily sends the 
children away to hiding places. When all are hid, the 


34 


FOUR HUNDRED GAMES 


gypsy hides herself again. Then the mother comes 
home, finds her children gone and searches for them. 
When all are found and brought home, they search for 
the gypsy and chase her. The one successful in catch¬ 
ing her becomes the mother. The former becomes the 
gypsy and the game is repeated. 

The Gingerbread Man 

The story of the “The Gingerbread Man” lends it¬ 
self admirably to the making of a dramatic game. 

Players are chosen to represent the little old woman, 
the little old man, the kettle, the pan, the threshers, 
the mowers, the gingerbread man, and the fox. The 
last two, of course, are the most important. The play¬ 
ers are stationed at definite places, according to their 
parts in the play. The little old man and woman come 
first, with the gingerbread man lying flat on the 
ground between them. Then come the kettle, the pan, 
and the others, with the fox at the most distant spot. 
Between each two groups there should be some dis¬ 
tance. Each is engaged in its respective occupation. 

The play begins with the little old woman’s kneading 
the dough. (The gingerbread man is dough, at first.) 
Watched by the little old man, she moulds the dough 
and puts it into the oven. Then she takes it out, and 
the gingerbread man jumps up and runs away, with 
the little old man and little old woman following him. 
(The children may improvise conversation for this 
first episode, but usually the suspense is quite keen 
enough without it.) 

The gingerbread man runs to the kettle and cries: 

“I’ve run away from the little old woman, and the little 
old man,— 

I can run away from you, I can!” 

As he finishes, the kettle joins the group, following 


DRAMATIC GAMES 


35 


after the old man and the old woman. So he goes to 
the pan, to the mowers and threshers, and they all join 
the procession. In each case the gingerbread man 
dances provocatively about the group which he has 
come to defy, and they do not take up the chase until 
he has finished. Even then, they do not try to tag him, 
but merely follow, and dance and run as he does. But 
when he meets the fox, it is a different matter. Here, 
as soon as he has finished his taunt, he runs, with the 
fox in real pursuit. Presumably, they are at some dis¬ 
tance from the goal, and it may be a hard chase. The 
others stand aside, or follow to watch. If the ginger¬ 
bread man is caught, the fox becomes gingerbread 
man. If he is not caught, he chooses his own suc¬ 
cessor. The new fox may be chosen by lot. 

There are many chances for improvisations by the 
pupils, either in the conversation or in the acting of 
occupations or in the adding of characters. The game 
element, however, and the main episodes had better be 
left as suggested. It is an excellent game for a large 
group, and the children will become very fond of it. 

Old Woman from the Wood 

This game is especially liked by the girls. Ten or 
more players may take part. They are divided into 
two groups which form into two lines facing each 
other, a short distance apart. One party is chosen to 
act first. They will have previously decided upon some 
action representing an old woman’s occupation. They 
then advance a step or two saying, “Here comes the 
old woman from the wood.” The other group says, 
“What can you do?” The performers say, “Any¬ 
thing,” and the others reply, “Work away.” Where¬ 
upon all the members of the first group proceed to 
imitate the occupation decided upon. The second 


36 FOUR HUNDRED GAMES 

group guesses what the actions represent, and if the 
guess is correct they take a turn at performing. If 
the guess is not correct, the first group retires, decides 
upon another occupation, returns and acts it; thus con¬ 
tinuing until the guess is correct. The successful 
guessers try to tag the performers before they can be 



“Knitting” in Old Woman from the Wood 

seated, and all so tagged become members of that 
group. The party wins which secures all the players. 

If this proves too boisterous for a schoolroom game, 
the tagging may be omitted but it adds to the interest 
in the game. Such actions as sewing, knitting, gather¬ 
ing faggots, baking, etc., can be represented. 

Old Witch 

This is a game much liked by children. The char¬ 
acters are the old witch, the mother, the eldest daugh¬ 
ter, the younger children (named after the days of the 
week), and one to represent the pot. If more players 
are desired, let there be two Mondays, two Tuesdays, 
etc., or have two separate families and let the witch 
visit them in turn. 

. The mother goes away, and leaves the eldest daugh- 






DRAMATIC GAMES 


37 


ter in charge of the children, warning her not to let the 
old witch get them, nor to let the pot boil over. As 
soon as the mother is out of sight, the old witch knocks 
at the door. The eldest daughter asks her in, and is 
cordial to her, not recognizing her as the witch. The 
old witch says, “Let me warm myself at your fire.”’ 
The eldest daughter says, “Yes, but do not dirty the 
hearth.” The eldest daughter goes about her work, 
and the old witch scatters ashes on the hearth. The 
pot boils over with a hissing sound, the witch grabs 
the child Monday and runs, and the eldest daughter 
cries, “Mother, Mother, the pot boils over!” The 
mother calls directions to skim the pot,—to pull it back 
—etc., but the eldest daughter has her reasons for not 
doing any of these things, and at last the mother says, 
“Then I will have to come, myself!” When she comes* 
she misses Monday, and cries, “Where is my child 
Monday?” The eldest daughter has various sugges¬ 
tions : “Under the table”—“behind the door”—“down 
cellar,” and the like, and the mother looks in all these 
places, in vain. Finally the daughter confesses that 
the old witch came and took Monday. The mother 
then punishes the daughter. The daughter promises to 
be more careful, and the mother goes away again. 

The old witch comes again, and the play is repeated. 
Each time the witch has a different excuse for being 
around the fire: “To light her pipe”—“to borrow the 
poker,” etc. Each time the mother returns to find one 
more child gone. At last the eldest daughter has been 
taken, and the mother sets out in search of the chil¬ 
dren. She reaches the witch’s house. The witch re¬ 
fuses to let her in, and the following conversation 
takes place: 

Witch —Your shoes are too dirty. 

Mother —I will take off my shoes. 


38 


FOUR HUNDRED GAMES 


Witch —Your stockings are too dirty. 

Mother —I will take off my stockings. 

Witch —Your feet are too dirty. 

Mother —I will put on glass slippers. 

Witch —You may come in. 

The mother enters, and finds a row of pies on the 
shelf. These are the children which the witch has 
made into pies. The mother asks about the pies, and 
tastes one. She decides that it needs more sugar. 
When sugar is added, she tastes again, and cries out, 
“Why, this tastes like my child Monday!” Monday 
jumps up, greets her mother, and is sent home. The 
next pie being another kind, is found to need some¬ 
thing else, and it proves to be the child Tuesday. So 
it goes until all of the children are found, and sent 
home. They then all chase the old witch. 

The Sleeping Beauty 

This story has all the elements necessary to the mak¬ 
ing of a fine dramatic game. There is the beautiful 
princess, her fond father and mother, the good fairies, 
the witch, the prince, and the courtiers and the people. 

The game starts with the people dancing around the 
princess, whose fond parents stand near by. One by 
one the good fairies come in and touch the princess 
with their wands, naming their gifts. One brings her 
happiness, and she smiles. Another brings her grace¬ 
fulness, and she dances and curtseys; another brings 
material gifts, and she holds them in her arms or 
apron. Then the people all dance again, the fairies 
joining the circle. 

While they are dancing, the witch comes. She 
breaks through the now quieted circle, and stands be¬ 
fore the princess, who is much frightened. She 
reaches out her wand, and the princess sinks to the 


DRAMATIC GAMES 


39 


ground, asleep. The witch goes about among the 
others, waving her wand, and one by one they fall 
asleep in the positions in which she found them. One 
group of children, on the outside of the circle, form the 
hedge which grew up around the courtyard. When 
the witch charms them they sink to the ground, but 
after she leaves, they begin slowly to rise, like the 
growing of a hedge. They are close enough together 
to join hands, and so form a continuous wall—or a 
circle, if there are enough players. 

When the hedge is grown, the prince comes. He 
has difficulty in breaking through the hedge, being 
obliged to try several places. At last he gets through. 
He goes to the sleeping princess, bends over her and, 
as she awakens, raises her. Immediately all the people 
awake and dance again, this time around the prince 
and princess. Then all run to find the old witch who 
has hidden herself as securely as possible. The child 
who finds her becomes the prince for the next game. 
The princess chooses her successor, as does the witch. 

Trades 

This most popular game is known to all children in 
some form. This form is often called “New York,” or 
“Pennsylvania” according, it seems, to the name of the 
place which the players choose to “come from.” 

Two leaders are selected, who choose sides. The 
members of each side go off to decide upon a trade 
which they will represent. The side whose leader has 
first choosing of players has second turn in represent¬ 
ing a trade. They stand on their goal line and the 
other side comes forward. The approaching side sings 
out, “Here we come!” The others cry, “Where from?” 
The answer is “New York!” (or Pennsylvania). The 
questioners then cry, “What's your trade?” The an- 


40 


FOUR HUNDRED GAMES 


swer is, “Lemonade!” Then the demand comes: 
“Show us some!” At this, the visitors proceed to 
demonstrate their trade. 

The fun depends upon the ingenuity shown in choos¬ 
ing trades, although the younger children to whom the 
game is new, enjoy the simplest ideas. Some possible 
trades are, demonstrating an automobile, mixing 
sodas, cutting bananas, grinding coffee, running an 
adding machine, changing tires, taking pictures, re¬ 
pairing a watch, etc. The guessing and chasing are 
done as in The Old Woman from the Wood. 

Turkey 

The characters represented are a farmer, a turkey, 
pans of wheat and oats, a horse, a cow, pigs, a fence, 
a brook, and a wheelbarrow. The three last-named 
articles may be represented by two children each. 

The turkey leaves the barn, taking, on his way out, 
some pecks at the pans of wheat and oats. He passes 
the horse, cow, pigs, and wheelbarrow, and to each he 
says, “Don’t tell my master where I’m gone.” 

Each nods his head solemnly. As soon as the tur¬ 
key gets out of the barn and barnyard, he is on free 
land, and he struts around proudly. 

Then the farmer appears in the barnyard. He says 
to the pans of feed, “Has my gobbler passed here?” 
They rise, and show him that they have been emptied 
of feed. If girls, they shake their dresses; if boys, 
they turn somersaults. The farmer next goes to the 
horse, and asks, “Have you seen my gobbler?” The 
horse neighs and tries to detain him. He may not hold 
him with both hands, for the man is always superior to 
the horse. But he may stand in front of him, or hold 
him with one hand. Eventually the man gets away. 
He goes next to the cow and the pigs, and the same 


DRAMATIC GAMES 


41 


performance is repeated. The cow moos, and the pigs 
grunt, in answer to his question. The cow may try to 
hook the man, and the pigs go around on all fours, 
trying to impede his progress. The wheelbarrow says 
nothing, but moves around in his way. 

At last the man gets out into the open field. Then 
the turkey must run. He must go over the fence 
(made by the joined hands of the two children) and 
he must cross the brook. If he does all of these things, 
and runs back to the barnyard before the farmer 
catches him, he may choose the next turkey. If the 
farmer catches him, the farmer may choose the next 
turkey, or may himself be the turkey. The farmer, of 
course, must get over fence and brook, in his pursuit of 
the turkey. 


Wind up the Faggot 

One child stands at the head of the line. He cries: 

“Wind up the faggot; wind it up tight/’ 

The other children reply: 

“We’ll wind up the faggot, and wind it up tight, 
We’ll wind it all day, and wind it all night.” 

They begin to wind around the child at the head, and 
continue, child and group singing alternately, until 
they are “wound up tight.” Then they stand still for 
an instant. The children sing: 

“We wound up the faggot, and wound it up tight, 
We wound it all day, and wound it all night.” 

At that, the child in the center cries out: 

“Stir up the dumplings, 

The pot boils over!” 

Then all the children dance up and down rapidly, 
until the ring really does “boil over.” Then the game 
may begin again. 


42 FOUR HUNDRED GAMES 

Witch, Hen, and Chickens 

One player is chosen to be the witch. She sits guard¬ 
ing her fire inside a ring formed by the hen and her 
brood of chickens. The hen heads the line and the 
chickens form in line, following her as she moves 
around the witch saying: 

“Chickany, chickany, crany, crow, 

I went to the well to wash my toe, 

When I came back my chicken was gone; 

What o’clock is it, old witch?” 

The witch names any hour she wishes, and the hen 
and her brood go round and round repeating the jin¬ 
gle, until the old witch shouts, “Twelve o’clock,” then 
the following conversation ensues, the hen asking the 
first question: 

“What are you doing, old witch?” 

“Making a fire to cook a chicken.” 

“Where are you going to get it?” 

“Out of your coop.” 

“I’ve got the lock.” 

“I’ve got the key.” 

“Well, we’ll see who’ll have it.” 

This is a signal for the chase to begin. 

The mother hen tries frantically and vainly to pro¬ 
tect her brood from the witch. As the witch catches 
each chicken, she carries it to her fire and goes through 
an elaborate ceremony of “dressing” it and cooking it, 
by boiling or frying or the like, and this ceremony may 
be the source of much fun. 

Witch in the Jar 

The witch marks out circles in a certain territory. 
These are her jars. When any one ventures near her 
territory, she tries to catch him and put him in her 
jar. If she has one person in a jar, that person may be 


DRAMATIC GAMES 


43 


rescued by any child who can get to the jar without 
being touched by the witch. But if she puts two in a 
jar, they are fastened there and cannot be rescued. 
The witch chants: 

“Dear children, dear children, 

You dare not go far, 

For if I catch you 

You'll land in my jar.” 

This is liked by the younger children and goes well 
with an older child playing witch. 


The Widow from Barbary Land 

The mother, with her children, two to twelve in 
number, approaches the “lady” who supposedly is 
looking for helpers. The mother sings this song: 

“Here comes a poor woman from Barbary Land 
With all her children at her hand, 

And one can bake, and the other can brew, 

Another can make a lily-white shoe; 

Another can sit by the fire and spin, 

So pray take one of my daughters in.” 

The lady chooses one of the children, with the fol¬ 
lowing rhymes: 

“The busy child that I wish to see, 

Is lovely (Mary) ; come to me.” 

Then the mother sings: 

“I leave my daughter safe and sound, 

And in her pocket a thousand pound. 

Don't let her ramble, don't let her trot, 

Don't have her carry the mustard pot.” 

The mother and children go away, leaving the 
daughter. As they go, the lady sings, in a low, mys¬ 
terious tone: 

“She shall ramble, she shall trot, 

She shall carry the mustard pot.” 


44 


FOUR HUNDRED GAMES 


The play continues in this way until all the children 
have been chosen. Then, after a brief wait, which 
represents the passing of several days, the mother re¬ 
turns and wishes to see the children. The lady refuses 
her request. The mother insists, and the lady at last 
takes her to them. The mother goes to the first 
child and asks her how the lady has been treating her. 
The child replies, mournfully, “She cut off my ears, 
and made an ear pie, and she never gave me a bit of 
it.” 

Each child answers in the same way, naming fingers, 
toes, curls, and the like. Or, other direful treatment 
may be described, and the lady may exercise ingenuity 
in giving each child an interesting tale of woe to tell 
the mother. When all have finished, the mother, fol¬ 
lowed by her children, chases the lady, and when they 
capture her, they put her in prison. 

Other Games Having a Dramatic Element 

Apprentice 

Atlas 

Bear in the Pit 

Bird Cage 

Birds Fly 

Cat and Mice 

Cat and Mouse 

Charlie Over the Water 

Crossing the Brook 

Deer Race 

Dog 

Farmer is Coming, The 
Five Geese in a Flock 
Flowers and the Wind 
Fox and Geese 
Fox Trail 


DRAMATIC GAMES 


45 


Going to the Fair 
Have You Seen My Sheep? 
I’ve Lost My Squirrel 
Letting Out the Doves 
Merchant 
Midnight 
* Mount Ball 
Organ Builder 
Prince and Guards 
Relievo 

Run, Sheep, Run 
Squirrel and Nut 
Squirrel in the Trees 
Smuggling the Geg 
Thanksgiving Dinner 
Water Sprite 
Wolf 


SINGING GAMES’ 

From the time when games were first played, singing 
games have been popular. Their universal appeal is 
based chiefly on two things: the strong dramatic interest 
and the rhythm. The feeling of active participation in 
the play is emphasized when the player joins in the sing¬ 
ing. And children are naturally lovers of rhythm. The 
history of some of the older singing games is especially 
interesting, but we cannot go into it here beyond saying 
that the rhymes which seem to us most insignificant and 
senseless were at one time full of meaning, having refer¬ 
ence to events or customs of their times. 

It has been difficult to choose from among the multitude 
of singing games, but it has seemed wise to include the 
most familiar and best beloved. We would urge the teach¬ 
er to make them truly singing games. Encourage the 
children to learn and use the words and the melodies. 
Help them to feel the rhythm. Only then will they re¬ 
ceive all of the happiness that is in these games. 


A-Hunting We Will Go 

The children stand in two parallel lines facing each 
other. They play that the space between the lines is 
the forest where they are going to hunt. One couple 
hunts at a time. The head couple takes four slides to¬ 
ward the foot and four slides back; they then separate, 
each going back of his own line to the foot, where he 
takes his place. The story is that they hunt in one di- 



SINGING GAMES 


47 


rection, and because they find nothing, they hunt in 
another, and then find a little fox. While each couple 
is hunting, the rest take little side steps toward the 
head, and clap in rhythm during the first half of the 
verse. They stand still during the second half. 


A-HUNTING WE WILL GO 



Oh, a-hunting we will go, 

A-hunting we will go; 

We’ll catch a little fox 
and put him in a box, 

And never let him go. 

The words of this song especially appeal to ooys. 

Did You Ever See a Lassie? 

The children stand in a circle, and with clasped 
hands move around, singing the first two lines of the 
song. The lassie (or laddie) in the center performs 
some action, as jumping, shaking hands up and 
down, curtseying, riding a horse, pulling weeds, or the 
like. On the last two lines, the players drop their 
hands and imitate the action. Many pleasing varia¬ 
tions are possible, and the little players find enjoyment 
in the exercise of muscle and ingenuity. The rhythm 
should be kept in the action. 




































































48 


FOUR HUNDRED GAMES 


m 


DID YOU EVER SEE A LASSIE? 

:-*-=-T~+- 






- W - W 

Did you ev - er see a las - sie, a las - sie, a 


US 


IT 


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J 

las - sie, Did you 

ev - er see a 

las - sie do 


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this way and that? 


Do this way and 



that way, and this way and that way; Did you 



ev - er see a las - sie do this way and that? 

















































































































































































































SINGING GAMES 49 

Farmer in the Dell 

The children stand in a circle about the one who has 
been chosen as farmer. They circle about him, singing" 
the first verse. As they sing the second verse, circling" 
the other way, the farmer chooses a wife, and takes 
her into the circle with him. At the third verse the 
wife chooses a child, and so on, until at the last, “the 
cheese stands alone.” The others in the center join the 
outside circle, and all stand and clap hands. The 
cheese chooses another farmer, and the game goes on 
as before. 

FARMER IN THE DELL 


- 

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—'—1-S 

|— 1 A - 1 -fc-. 

— 1 - 1 - 






9 

The farm - er in the 

dell. The farm • er in the 

dell, 



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t/ 

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dt~d^ 


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Heigh, 

oh! the 

dai 

- ry, oh! 

The 

farm - er 

in 

the 

dell. 


The farmer takes a wife, 

The farmer takes a wife, 

Heigh-ho, the dairy-oh, 

The farmer takes a wife, 

The wife takes a child, etc., 

The child takes a nurse, etc. 

The nurse takes a dog, etc. 

The dog takes a cat, etc. 

The cat takes a rat, etc. 

The rat takes the cheese, etc. 

The cheese stands alone, etc. 

How D’ye Do, My Partner? 

The children stand in a circle, around a child in the 
center. They sing the verse through as the child in the 
center goes up to one in the circle, curtseys or bows to 
him, and leads him into the center as his partner* 









































50 


FOUR HUNDRED GAMES 


They dance around the inside of the circle while the 
other children sing “Tra-la-la” to the tune. Then the 
first child takes his place in the ring, and the other 
stays and chooses a partner. 

HOW D’YE DO, MY PARTNER? 




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How d’ye do, my part - ner, How d’ye do to - day; 

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Will you dance in the cir - cle? I will show you the way. 

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Itisket, Itasket 

The children call this game Drop the Handkerchief, 
but it is here called by the name of the song to distin¬ 
guish it as a singing game. The children stand in a 
circle and sing the chorus and first verse as one child 
goes around the circle with the handkerchief. Often 
the words “dropped it” are repeated several times to 
add to the suspense. The handkerchief is finally 
dropped and then the children sing the second part. 
The child behind whom it is dropped picks it up and 
runs after the other child. If the one who dropped the 
handkerchief is caught, he goes into the circle and be¬ 
comes a “rotten egg”; otherwise, he joins the circle. 
If he can get around again and pick up the handker¬ 
chief, the child behind whom it was dropped goes into 
the center. 


































































SINGING GAMES 


51 


ITISKET, ITASKET 




bas - ket; I wrote a let - ter to my love, and 






on the way I dropped it. I dropped it, I 



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dropped it, And on the way I dropped it; And some one 

m • m m _ 





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here has picked it up and put it in his pock - et. 

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52 FOUR HUNDRED GAMES 

Jolly Is the Miller 

The children stand in a double circle, all facing in 
one direction. The miller stands in the center while 
the circle players skip around and sing: 

Jolly is the miller who lives by the mill, 

The wheel goes round with a right good will; 

One hand in the hopper and the other in the sack. 
The right steps forward and the left steps back. 


JOLLY IS THE MILLER 



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On the last line, the right-hand child of each couple 
steps forward, the left-hand child steps back, each tak¬ 
ing a new partner, and the miller tries to catch a child 
for his partner. The child left without a partner is 
the new miller. 












































































































































SINGING GAMES 53 

Looby Loo 

This delightful game is the birthright of every child. 
The children stand in a circle and dance iq little side 
steps, slowly at first, but faster towards the end of the 
verse. Then they stand still and sing the second verse 
while performing the action indicated. The first verse 
is used as a chorus between each of the action verses. 
The teacher or some older person should join in this 
game with the young children, or they will become con¬ 
fused. It should be played with a great deal of spirit. 


LOOBY LOO 


r F -g - w— 

- 9 - - 9 - ^ 9 - 


I put my right hand in, I put my right hand out, I 

rit. 



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give my right hand a shake, shake, shake, And turn myself 

[ about. 

Chorus. 

-- 


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Here we dance looby loo, Here we dance looby light, 


—TT-fc \ IS S -- -IN' 

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9 9 _ 9 _ 9 

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Here we dance looby loo, All on a Sat-ur-day night. 


I put my left hand in, etc. 

I put my two hands in, etc. 

I put my right foot in, etc. 

I put my left foot in, etc. 

I put my two feet in, etc. 

(Jump into circle, and up and down.) 

I put my right ear in, etc. 

I put my left ear in, etc. 

I put my head way in, etc. 

I put my whole self in, etc. 



















































54 FOUR HUNDRED GAMES 

London Bridge 

Two of the tallest players form a “bridge” by clasp¬ 
ing their l^ands high. They have previously agreed 
upon the objects which they represent—gold and sil¬ 
ver, pie and cake, mountain and river, and the like. 
The other players form a line and pass through the 
arch around the bridge. At the words “My fair lady” 
the bridge descends upon one who is passing through. 
He is carried off to one side and told to choose between 
the two objects. He joins the side which represents the 
object which he has chosen. When all the players have 
been caught, they line up behind their respective lead¬ 
ers and a tug of war ensues. For little children the 
first verse is amply satisfying, but interest is added 
for older children by the supplementary verses, which 
permit of many variations. With larger numbers 
several “spans” may be used on the “bridge.” 






LONDON BRIDGE 

-V- 


* 7—0 





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Lon - don bridge is fall 

- X——V 


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-,---1— 

• ing down, Fall - ing down, fall - ing down, 

*- 






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fj 

Lon • don bridge is fall - ing down, My fair la - dy. 


-Jp-u—*- 0 —*-« 0—r 

z= ^—~ 1 ——>—* 


P _JP p ta - - 

0~ 0 0 j i 

* iS IJ 


Build it up with iron bars, 

Iron bars, iron bars, 

Build it up with iron bars, 

My fair lady. 

Iron bars will bend and break, 
Bend and break, bend and break, 

















































SINGING GAMES 


55 


Iron bars will bend and break, 

My fair lady. 

Build it up with gold and silver, etc. 

Gold and silver will be stolen away, etc. 

Get a man to watch all night, etc. 

Suppose the man should fall asleep, etc. 

Get a dog to .bark all night, etc. 

Suppose the dog should find a bone, etc. 

Get a cock to crow all night, etc. 

Suppose the cock should eat a stone, etc. 

Well, we cannot help you more, 

Help you more, help you more, 

London Bridge has fallen down! 

My fair lady. 

In using the additional verses, the players forming 
the bridge sing the first stanza, the other players sing 
the next, and so on, alternating. When the last verse 
is reached, the marchers sing only the first two lines, 
then the bridge drops suddenly, with the two players 
singing the last two lines. 


The Muffin Man 

The players join hands and form a circle, while one 
or more children are chosen to stand in the center. 
The circle players skip about, singing the first two 
lines of the verse. They then stand still while each 
player in the center chooses a partner to enter the 
center with him. The partners join hands and skip 
about, singing the last two lines, while the circle play¬ 
ers stand still and clap hands. The game may be re¬ 
peated until all are chosen. 


56 


FOUR HUNDRED GAMES 

THE MUFFIN MAN 



1. Oh, do you know the muf - fin man, The 

2. Oh, yes, I know the muf - fin man, The 


H--! -- r ■' 

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9 

muf- fin 
muf- fin 

9 • & w 

man, the muf-fin 
man, the muf-fin 

<* 

■ 9 -9 - 

man, Oh, do you know the 
man. Oh, yes, I know the 

J_ 1 


m 




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muf - fin man. That lives in Dru - ry Lane? 
muf - fin man. That lives in Dru - ry Lane. 

_ 1 _- _J 


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11 


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The Mulberry Bush 

Every child should be familiar with this game. The 
players stand in a circle, with hands clasped, and sing 
the first stanza as they circle around. This is also sung 
between the various action verses. At the singing of 
the action verses, the children perform the actions in¬ 
dicated. 

At the last verse, the children form in couples and 
march staidly around the room, disbanding after they 
have “gone to church.” 


This is the way we wash our clothes, 

We wash our clothes, we wash our clothes; 
This is the way we wash our clothes, 

So early on Monday morning. 

This is the way we iron our clothes, etc. 

So early on Tuesday morning. 






















































































SINGING GAMES 

MULBERRY BUSH 


57 



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V ,1 T* >>*^ 

m s s -tv- 

i V — 


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m m k 

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* m m 9 • # • w w w ^ 

Here we go round the mul-ber-ry bush, the mul-ber-ry 

i i 


LVTZ*» =5 — 



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rm *- r v 


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s ^ ~r w 

V 

bush, the mul - ber - ry bush, 
--1— 

m m m m • 

Here we go round the 

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mul - ber - ry bush, So ear - ly in the morn - ing. 

i_i_1 i_i 




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This is the way we scrub the floor, etc. 

So early on Wednesday morning. 

This is the way we mend our clothes, etc., 

So early on Thursday morning. 

This is the way we bake our bread, etc., 

So early on Friday morning. 

This is the way we sweep our house, etc., 

So early on Saturday morning. 

This is the way we go to church, etc., 

So early on Sunday morning. 

Nixie Polka 

The children stand in a circle. One child, A, is 
chosen to start the game. He faces some other child, 
B, in the ring, and joins hands with him. The other 
children place their hands at their waists. Every one 

































































































58 FOUR HUNDRED GAMES 

places his right foot forward and with light jumps 
changes the position of his feet twice and then rests: 
on count one, left foot forward; on two, right foot 
forward; on three, position is held. This is continued 
for each measure through the first part of the music. 
The child, A, in the center then turns and places his 
hands at his waist; his partner, B, places his hands on 
A’s shoulders. During the second part of the music 
the partners run around inside the circle and finish 
in front of a third child, C. Again every one places 
his right foot forward and repeats the first step. 
Again the children in the center turn, the leader, B, 
placing his hands at his waist, and the rest placing 
their hands on the shoulders of the persons in front of 
them respectively—A’s hands on B’s shoulders, C’s 
hands on A’s shoulders. The game is repeated until 
every child is on the line. Each time the line turns 
there is a new leader. The last time they run into 
their original circle. If the circle is large two or three 
lines may be started. 


NIXIE POLKA 



Oh, just as I do, just as I do, 

Just as I do,—stand just so. 

Now, come and follow, follow me, 

Through the ring, through the ring, oh! 










































































SINGING GAMES 


NEEDLE'S EYE 



The nee-dle’s eye, that doth sup-ply, The thread that runs so 



tru - ly, There’s ma-ny a lass that I’ve let pass, Be - 



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cause 

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want - ed 

you. 

Be - cause I 

want - ed 

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you, Be-cause I want - ed you. There’s ma - ny a 

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lass that I’ve let pass, 

l; ' S: —* 



Be-cause I want-ed you. 


















































































































































































60 FOUR HUNDRED GAMES 

Needle’s Eye 

This is a variation of “London Bridge,” which is 
pleasing to little children, especially. Two children 
are chosen to be the needle’s eye. They join hands, 
holding them high over their heads to form an arch¬ 
way. The rest of the players form in a line and run 
under the arch, singing as they go. On the word “you” 
the archway drops and a player is captured. The 
players who form the archway have previously decid¬ 
ed what valuable article they wish to own. Now they 
ask the prisoner what he wishes, “a gold automobile or 
a diamond necklace.” The player on deciding must 
go as directed and stand behind one of the two form¬ 
ing the arch. 

The game goes on until every one is caught; then all 
hold tight and a tug of war takes place. 

Nuts in May 

Tune: “Mulberry Bush” 

Here we come gathering nuts in May, 

Nuts in May, nuts in May, 

Here we come gathering nuts in May, 

On a cold and frosty morning. 

Whom will you have for nuts in May, 

Nuts in May, nuts in May? 

Whom will you have for nuts in May, 

On a cold and frosty morning? 

We’ll have (Mary) for nuts in May, 

Nuts in May, nuts in May, 

We’ll have (Mary) for nuts in May, 

On a cold and frosty morning. 

Whom will you send to fetch her away. 

Fetch her away, fetch her away? 

Whom will you send to fetch her away, 

On a cold and frosty morning? 


SINGING GAMES 


61 


We’ll send (Henry) to fetch her away, 

Fetch her away, fetch her away, 

We’ll send (Henry) to fetch her away, 

On a cold and frosty morning. 

We don’t think (Henry) can fetch her away, 
Fetch her away, fetch her away, 

We don’t think (Henry) can fetch her away, 
On this cold and frosty morning. 

This is a singing game which older children will en¬ 
joy. The players stand some distance apart in two 
opposing lines facing each other. Hands are joined 
within each team. The first line advances towards the 
second (bars 1 to 4) and retreats (bars 5 to 8) sing¬ 
ing the first stanza. The second line then advances 
and retreats singing the second stanza. The first line, 
after agreeing upon one of its opponent’s players 
whom it will choose, advances and retreats as before, 
singing the third stanza. The second line again ad¬ 
vances and retreats singing the fourth stanza, in which 
the question is asked as to whom the first line will 
choose to take this player away. Line one, choosing 
one from its own side, answers in the fifth stanza, ad¬ 
vancing and retreating as before. In the last stanza 
the second line issues its challenge. Then the two 
players that have been chosen have a tug of war on a 
line marked out on the ground. The player pulled over 
this line becomes a “nut.” The winner returns to his 
own side, taking the vanquished “nuts” with him. 
The line wins which succeeds in getting the largest 
number of “nuts.” The game is then repeated with 
turns reversed. 

Oats, Peas, Beans, and Barley 

This game can be played by any number of children. 
One is chosen to be the farmer, and the others form a 


62 FOUR HUNDRED GAMES 

circle around him. They join hands, and dancing 
about, sing the first stanza. 

At the end of this stanza the children stop dancing, 
and while singing the second they imitate the action 
which the words suggest. The farmer also performs 
these actions with the other players in the circle. At 
the chorus, which is sung after the second stanza only, 
they wait until the farmer chooses a partner at the 
words “choose one in.” Then all dance around the 
farmer and his partner until the end of the song. The 
game is repeated, and the partner becomes the farmer. 


OATS, PEAS, BEANS, AND BARLEY 


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air- - —*—* m —*--- 

* * * * - i J 


< Oats, peas, beans and bar - ley grow, Oats, peas, beans and .bar - ley grow, Can 
J Thus the farm • er sows his seed, Thus he stands and takes his ease, 



you or I or an - y one know How oats, peas, beans and bar-ley grow? ) 

Stamps his foot and claps his hand, And turns a- round to view the land. J 



O - pen the ring and choose one in While we all gay - ly dance and sing, ) 
Tra la la la la la la la Tra la la la la la la la, s 


Round and Round the Village 

The children stand in a single circle with their 
hands joined. One child is outside of the circle. As 
he runs around the circle players representing the 
houses of a village, they all stand still and sing: 

Round and round the village, 

Round and round the village, 

Round and round the village, 

As fast as you can go. 





















































SINGING GAMES 


63 


ROUND AND ROUND THE VILLAGE 


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Round and round the vil-lage, Round and round the vil-lage, 




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--1- m-- -*-•- m - m - 

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Round and round the vil-lage, As you have gone be-fore. 


ii=5 


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As they sing the second verse, they raise their hands 
high in the air, to represent windows. The one run¬ 
ning around the village goes in and out the windows. 

In and out the windows, etc., 

As you have done before. 

This child then chooses another one in the circle be¬ 
fore whom he stands as they sing the third verse: 

Stand and face your partner, etc., 

And bow before you go. 

They change places with each other. The children 
in the circle skip around the center player who sings: 

Follow me to London, etc., 

As you have done before. 

The Snail Shell 

This game is based on a familiar feature of many 
old games—the “winding up.” The children form a 
circle. All except two (one of these the leader) join 
hands. As the players sing the first verse, they follow 
their leader in the winding of a spiral, until they are 











































































64 


FOUR HUNDRED GAMES 


indeed wound up like a snail shell. When that is done, 
they sing the second verse, and follow the leader out 
of the spiral. It is not so simple as it seems, and chil¬ 
dren delight in it, because it is an accomplishment 
when they can follow the leader well. 


THE SNAIL SHELL 



Hand in hand you see us, well, Creep like the 

Hand in hand you see us, well, Creep like the 



Snail in - to his shell. Ev - er near - er, ev - er 

Snail out of his shell. Ev - er far - ther, ev - er 



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—d —1 

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near - er. Ev - er 

clos - er, 

ev - er 

clos - er, 

Ve - ry 

far - ther, Ev - er 

wid - er, 

ev - er 

wid - er, 

Who’d have 




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r— 

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snug, in - deed we dwell, Snail-like in our ti - ny shell, 
tho’t that ti - ny shell, Could have held us all so well! 


The Thread Follows the Needle 

The children stand in a single line with hands 
joined. Let the child at one end of the line be the 
needle drawing the thread after him while he goes 
through the first space at the other end of the line. 
The last two children hold their hands high for him to 
pass through. The child at this end may turn half¬ 
way to represent a knot. The child next to the end 
simply turns halfway about—without passing through. 
The needle draws his thread out straight each time 


























































































SINGING GAMES 


65 


that he passes through a space. This is continued un¬ 
til he has passed through every space and every child 
has turned halfway about. Little running steps may 
be used. 

The children sing the following: 


THE THREAD FOLLOWS THE NEEDLE 



The thread follows the needle, 

The thread follows the needle, 

In and out the needle goes 

While mother mends the children’s clothes. 

To face front again, they raise their hands high and 
each child turns under his own arm. When the game 
is repeated, the child at the other end of the line may 
be the needle, thus reversing the action, the needle be¬ 
coming the knot and the knot becoming the needle. 
Several lines playing at the same time may compete 
to see which will finish first. 

When I Was a Shoemaker 

One player is chosen to be the leader. The other 
players form in a line behind him, imitating every 
movement which he makes. The leader marches about 
the room followed by the other players. During the 


























































66 


FOUR HUNDRED GAMES 


third and fourth lines of the first stanza he imitates 
the shoemaker by driving pegs, or sewing shoes; on the 
third and fourth lines of the second stanza he puts his 
hands under the lapels of his coat and struts; during 
the third stanza he gathers up his skirts and minces 
along in a haughty manner; on the fourth stanza he 
bends over a washtub imitating the rubbing. In the 
last stanza he says “Toot! Toot!” after the first and 
second lines, and after “this a way,” to imitate the 
playing of a trumpet. 

A leader who has quick imagination and imitative 
power may take new characters and trades, and thus 
add to the enjoyment of the game. 

If the game is played in the schoolroom, each row 
may choose a leader, and, when called by the teacher, 
may follow this leader about the room a stated number 
of times, imitating him as they go. 


WHEN I WAS A SHOEMAKER 


f^h — =1 q~ 

_|-*—N-.—|V- 


tm a • ■- 1 * 

• FF * y • 



When I was a shoe-maker, And a shoe-maker was I, 



And this a way, And this a way, And this a way went I. 


When I was a gentleman, 

And a gentleman was I, 

And this a way, and this a way, 
And this a way went I. 

When I was a lady, 

And a lady was I, etc. 

When I was a washerwoman, 

And a washerwoman was I, etc. 

When I was a trumpeter, 

And a trumpeter was I, etc. 




















SINGING GAMES 67 

Other Singing Games 

The following contain lines that children may chant 
sing to improvised tunes: 

Charlie Over the Water 
Hickory, Dickory, Dock 
Trades 

Widow from Barbary Land 
Wind up the Faggot 
Witch in the Jar 


MIMETIC GAMES 

The mimetic exercises and story plays which have so 
important a place in the physical education of to-day ap¬ 
proach the realm of formal gymnastics, but have enough 
of the game element to warrant their inclusion in a book 
of this sort. In their stimulation of the imagination and 
exercise of the dramatic instinct, they are akin to the 
dramatic games; in the keen observation of, and interest 
in, the common things which they arouse and demand, 
they are valuable as special purpose games. Their pecu¬ 
liar purpose is, of course, to provide certain exercises for 
the children who are too young for the formal gymnastic 
work. But the teacher who gives thought to the use of 
them—and the use need not be confined to the primary 
grades—will be repaid. It will be found that by the right 
understanding and presentation of these plays both teach¬ 
er and pupils will be better prepared in spirit and phys¬ 
ical agility for joyful and effective participation in other 
games. They may be made dull and “dry,” utterly devoid 
of interest and benefit, or they may be really beneficial to 
the growing bodies and minds, and as joyous as any game. 
Indeed, these mimetic plays seem to be folk games in the 
making, and the inclusion here of a few of the folk games 
serves to show and emphasize the resemblance. 

For their right presentation, several points must be 
kept in mind. The teacher should know the definite mean¬ 
ing and use of each part of the exercise. These parts 
aim, through various movements, to effect certain results: 
deep breathing, exercise of the arms and legs and of the 
larger body muscles, quickness, agility, imagination, self- 
expression, and pleasure. Other things may enter in, 
but without these no mimetic exercise is complete. The 


MIMETIC GAMES 


69 


teacher must feel the spirit of these plays, enter vigor¬ 
ously into the action of them, and assist the children to do 
likewise. When the players are picking up chestnuts, 
they must see the chestnuts; when cranking an airplane, 
they must feel the resistance of the engine, and so on. 
The games, in general, are suited to either the schoolroom 
or to out-of-doors, but when possible the out-of-door play 
is best. 

In this collection we have tried to give some of the best 
ideas for plays of this sort. Many variations and new 
games will suggest themselves to the teacher. 


Airplane 

1. Put on uniforms. Stand! One! Reach up and 
get garments. Two! Put on helmet. Three! Lace 
up leggings. See who can be ready first. 

2. Running to aviation field. Ready—go! (One 
row after another runs lightly around room and back 
to seats.) 

3. Looking for weather signs. Look up at clouds. 
One! Turn head to left. Two! Turn head way 
around to right. Again up and around from side to 
side. 

4. Beckoning to a friend to go with you. Ready— 
go! He doesn't see you. Beckon with both hands. 

5. Looking at engine. Let us be sure that engine 
is in good condition. Down! All stoop down and look 
at machinery. Up! Stand and get a wrench from 
seat in machine. Down! Stoop and tighten up screw. 
Up! Get a smaller wrench. Down! Tighten up a 
smaller screw. Now everything is done. Up! 

6. Cranking machine. Ready—go! Grasp imagi¬ 
nary handle of crank and turn it about several times. 
The engine doesn't seem to start. Try the other hand. 



70 


FOUR HUNDRED GAMES 


Ready—go! Now you have it. Jump in seat and get 
hold of wheel. (The children sit in their seats and 
each grasps an imaginary wheel.) 

7. Airplane starts through air. Ready—go! (The 
children raise their arms to sides and bend the body 
from one side to the other, as in the illustration.) 



The Airplane Starts 


8. The airplane descends. Stand! (One row after 
the other runs around the room with short steps. 
Run on toes but do not lift feet far from the floor.) 

9. Glad to get to earth. Breathe—in! Breathe— 
out! Again—one! Two! Sit! 

Birds Learning to Fly 

1. Little birds sit at edge of nest, and crane their 
necks to look over. 

2. Stand up and try their legs. (Up and down on 
toes.) 













MIMETIC GAMES 


71 


3. Spread wings. Arms bent at elbows so as to 
bring hands to shoulders. In trying wings, move 
arms back and forth in this position. 

4. Hop out on branches. Hands on hips, hop on 
toes, feet together, to front of room. 

5. Leave the tree. Run lightly around room, with 
arms stretched out and fluttering, as if bearing the 
weight of the bird. 

6. Gaining in strength. Go faster and more surely. 

7. Fly home to nest. 

8. Stand at edge of nest, take deep breaths and 
preen wings. ( Move wings slowly.) 


Building a Fire 



1. Children asleep. 

2. Jump out of bed. 
Stretch. Deep 
breathing. Wash and 
dress. 

3. Run downstairs. 
Greet family. 

4. Run into wood¬ 
shed for wood. Bring 
in armful. 

5. Tear paper. Put 
it and kindling into 
stove. Strike match 
and light fire. 

6. Blow, to make 
more draft. 

7. Run to wood¬ 
shed and chop wood. 

8. Bring in wood 
and feed fire. 

9. Set drafts and 
sit down. 


(Heads down on desks.) 




Chopping Wood 






72 FOUR HUNDRED GAMES 

Coal Driver 

1. Drive into yard with load of coal. 

2. Drive along street with load of coal. Hands 
cold, swing arms and clap hands, to warm them. 

3. Drive into yard and up to window. Back up 
horses, and work to get wagon in right position. 

4. Take coal chute down from wagon and place it 
in position. 

5. Climb back on wagon and shovel coal. 

6. Pick up loose lumps of coal. 

7. Replace chute in wagon, and get into wagon. 

8. Drive away, whistling a tune. 

A Day on the Farm 

1. Breathe in the pure air, head lifted and arms 
raised. 

2. Feed chickens. Throw grain far, holding box 
alternately with right and left hands. 

3. Shake fruit trees. Pick up fruit and eat it. 

4. Run and skip for joy. Jump across brook. 

5. Pick flowers. Blow dandelion seeds. 

6. Take off shoes and stockings and wade in brook. 

7. Run to barn. 

8. Climb ladder into hay loft. Toss hay down into 
stalls. 

9. Climb down ladder. Pet horses and dog. 

10. Go to house, sit on porch and rest. Breathe 
deeply while resting. 

A Day at the Seashore 

1. Pack suitcase and lunch baskets. (Bending, 
stooping and raising.) 

2. Run to catch train or street cars. (Running.) 

3. Conductor ringing up fares, or trainman swing¬ 
ing lantern. (Arm stretching.) 


MIMETIC GAMES 


73 


4. At the seashore. Jump off train, and run along 
beach, dipping hands in water. (Jumping, running, 
trunk bending.) 

5. Point to sea-gulls, and to boats out on the water. 
(Stretching of body muscles.) 

6. Skip stones on the water. 

7. Change to bathing suits. 

8. Swimming. (Strokes of various kinds give 
different exercise. Breathing emphasized.) 

9. Out in rowboats. (Sit on desks and row.) 

10. Change clothes again, run to street car, and ride 
home, resting on the way. 

A Day on the Playground 

1. Stand in circle and sing good-morning song. 

2. Seesaw. Children in pairs, play at seesawing. 

3. Giant stride. Holding hands high, go around in 
a circle, sometimes letting feet go off ground, as stride 
pulls you up. 

4. Resting. Take deep breaths. 

5. Jumping rope. 

6. Playing with ball, throwing and catching it. 

7. The slide. Climb ladder to it, and each child in 
turn slide down. 

8. Sit on ground to hear a story. 

Fire Department 

1. At alarm of fire, firemen slide down poles, har 
ness horses, throw open doors. 

2. Run to the fire. Gallop around room, bells ring 
ing, gongs sounding. 

3. At the fire. Erect ladders; play water on flames. 

4. Climb ladders. Use opposite foot and hand. 
Stop at top to take deep breaths. 

5. Throw clothes and light articles out of windows. 


74 


FOUR HUNDRED GAMES 


6. Carry heavy articles down ladder. 

7. Move other things out of house. 

8. Fire is out. Take deep breaths to clear lungs 
of smoke. 

, 9. Ride back to fire house. Horses trot. 

10. Firemen rest and talk about fire. 

Flowers Growing 

1. Soft wind blowing. (Run lightly around room, 
waving arms gently.) 

2. Rain falling. (Arms stretched up, fingers flut¬ 
tering down, until they reach the floor: Repeat several 
times. Bending should be from trunk.) 

3. Sun shines. Point to sun. It is so bright that 
it makes us wrinkle our noses. 

4. Flowers begin to grow. (Squat on heels, and 
rise, very slowly, to an upright position.) Repeat. 
(The different flowers grow at different times, and at 
varying rates of speed, so children need not make this 
movement in unison.) 

5. Flowers wave in the wind. (Trunk bending to 
sides.) 

6. They drink in sunshine and pure air. (Deep 
breathing, faces lifted and arms raised.) 

7. Children skip to woods to pick flowers. (Skip 
around room, then stoop or bend to pick flowers.) 

8. Children smell flowers. (Deep breathing, heads 
bent.) 

Gathering Chestnuts 

1. Raise feet as if climbing a hill and march 
around room. 

2. When tree is reached, raise hands and eyes to 
tree in exclamation. 

3. Reach for stick or stone and throw it with right 
hand, then with left. 


MIMETIC GAMES 75 

4. Shake both hands at wrists to show how chest¬ 
nuts are falling. 

5. Pick up stone and open burs, alternating hands, 
then using both together. 

6. Pick up chestnuts in basket. 

7. When baskets are filled, step on bur with one 
foot, then hop. Alternate. 

8. When bur is removed, pick up baskets and lift to 
head. 

9. While holding in this position march around 
room several times, set baskets down, and take seat. 

Other exercises may be introduced, such as running 
and climbing. 

Hickory, Dickory, Dock 

1. Partners face. Boys are on right of girls. Strike 
a chord or say “Position.” Raise arms directly over¬ 
head (forward upward). 

“Hickory,” 

2. All sway bodies and arms toward left. Partners 
sway in opposite directions. 

“dickory,” 

3. All sway toward right. 

“dock,” 

4. Bring arms down to sides, and place hands on 
waist line, toward front, with knuckles forward. 

“The mouse ran up the clock” 

5. Rows take short running steps toward right, 
changing places with partners. 

“The clock struck one,” 

6. Partners strike hands on “one,” keeping left 
hands on hips. 

“and dozen he run,” 

7. Hands on hips and all run toward left, back to 
original places. 


76 


FOUR HUNDRED GAMES 


HICKORY, DICKORY, DOCK 



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The clock struck one, and down he run, 


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MIMETIC GAMES 


77 


“Hickory, dickory,” 

8. Sway body and arms to left; to right. 

“dock,” 

9. Arms at sides. Position. 

Making a Garden 

1. Take tools—rakes, spades, hoes—from shelves 
and hooks. 

2. Carry tools over shoulder to garden. 

3. Spade earth. Break up hard pieces. 

4. Rake ground. 

5. Pick up stones and rubbish. 

6. Shovel stones and rubbish into wheelbarrow, 
and cart them away. 

7. Dump wheelbarrow and return. 

8. Plant seeds in drills or holes. 

9. Cover seeds and smooth ground. 

10. Straighten up and take deep breaths. 

Motor Boating 

1. Row out to boat. (Sit in seats.) 

2. Climb into boat. (Climb onto desks.) 

3. Pull up anchor. (Lean over side of desk, and 
use hand-over-hand haul.) 

4. Coil rope in bottom of boat. » 

5. Crank engine. 

6. Steer boat. Make a chugging noise. 

7. Turn boat around. (Rock back and forth as if 
tossed by waves.) 

8. Deep breath of relief that wind has died down. 

9. Return to boat. 

10. Row home. 


78 FOUR HUNDRED GAMES 

Old Witch Goes Riding 

1. The old witch comes out of her cave and sniffs 
the air to find whether or not she has a good night for 
riding. She stretches her arms up high to see if the 
wind is blowing. Stand! Ready—go! (Children 
stretch their arms up over heads and breathe in, then 
drop arms and breathe out. Repeat five or six times.) 

2. Cranking broomstick. Ready—down! Up! 
Down! Up! The night is fine, and she bounces up 
and down on her broomstick, getting ready to go. 

3. Sailing through sky. Ready—go! (One row 
after another gallops around the room as if astride a 
broomstick and then comes back to seats.) 

4. Pushing clouds away. Ready—up! Back! 
Up! Back! etc. A cloud is in the way, so she puts 
her foot out in front of her and pushes up high with 
her hands and then brings her hands back so that she 
may push again. Finally the cloud is gone, except a 
tangle of cobwebs across her path. 

5. Sweeping cobwebs away. Ready—go! Stop! 
(This is a slow movement with a swaying of the body, 
alternating right and left.) 

6. Looking for goblins’ footprints. Down! She 
bends forward and looks down on the ground for foot¬ 
prints. Up! Then she looks up on the tree tops. 
Again—down! Up! Down! Up! Again—one! 
Two! Now she sees them. 

7. Putting goblins to flight. Ready—hiss! Charge 
forward, flinging arms forward. Hiss again. Hiss! 
Hiss! And away they all go. 

8. The witch is tired. Breathe—in! Breathe—out! 
Again—one! Two ! 

9. The old witch is ready for bed, so she looks up at 
the great round yellow moon and sighs. Now all jump 
into bed. (Children sit and put heads on desks.) 



79 


MIMETIC GAMES 

The Pilgrims 

1. The Pilgrims go aboard ship to sail for 
America. All stand in aisles, or sit on the top of the 
desks. Hold the left arm straight up at side of the 
head and stretch right arm sidewise with palm up. 
These arms represent the masts, to which are fastened 
the sails, which move with the wind. Move both arms 
sidewise slowly, changing position of arms repeatedly 
as the teacher tells the story. Keep arms stretched. 

2. Waves of ocean dash against sides of the ship. 
Swing the arms gracefully from side to side in time 
to slow waltz music, or to some little song in two-part 
time. 

3. The Pilgrims land in America. If the children 
are seated on top of the desks, have them climb down 
to their places in the aisles. If they have been stand¬ 
ing in the aisle, have them step into their seats and 
down into the aisle on the other side of their seats. 
Count for the movement, and have it done together 
and quietly. 

4. They chop down trees to build their houses. All 
stand astride, clasp hands and raise to shoulder, first 
to left, then to right, bend trunk forward and swing 
arms downward. Repeat this exercise vigorously, as 
it is a splendid exercise for arms and trunk. 

5. The Pilgrims had to make their own shoes. 
Place closed left hand on the desk. With the right 
pick up a shoe peg from the shoemaker’s bench (the 
desk), place in shoe (the closed left hand) and drive 
it in with the shoemaker’s hammer (the closed right 
hand). This is a very good exercise in three-part 
rhythm. On “One” pick up peg, on “Two” place peg 
in shoe, on “Three” drive in peg. The pounding should 
come on the accented beat in the measure. 

6. Indians meet them on their arrival. Have one 


80 


FOUR HUNDRED GAMES 


child for leader and all run lightly around room in In¬ 
dian fashion, trunk forward, knees raised high and 
arms brought alternately up to the chest. This exer¬ 
cise must be done very quietly, as the Indians wore 
moccasins and could step so lightly that their enemies 
could not hear them approaching. An Indian yell may 
be given occasionally by the leader. 

7. Imitate Indians shooting their arrows. Extend 
left arm forward, holding imaginary bow. With 
right hand pull string on “One,” and as arrow goes 
darting through the air children make a little whist¬ 
ling sound with their lips. Repeat several times. 

8. They imitate Indians paddling their canoes. 
All sit on the top of the desks, each one in his own 
canoe. They paddle first on one side and then on the 
other side of the desk. This may be done in rhythm 
after the movement is learned. Any little rowing 
song may be used. 

9. On the first Thanksgiving Day the Pilgrims 
make a great feast and all the different families and 
the Indians come. While the teacher plays a march, 
or a marching song is sung, children all march solemn¬ 
ly around room, carrying imaginary guns at right 
shoulders, for the Pilgrims never left home without 
their guns. 

10. The Indians arrive. The Indian run may be re¬ 
peated as described in activity 6. 



Waddling Like Ducks 










MIMETIC GAMES 


81 


11. The children skip to barn to play games and 
watch chickens and ducks. Skip lightly around room 
and back to places. 

12. They find a big swing in barn, and take turns 
swinging. All place right foot forward and with both 
hands push an imaginary swing. Do this to music. 
Two-part meter is good, or waltz time can be used. 

13. Jumping on the hay. Rise on toes and jump 
lightly forward, landing always on balls of feet. 

14. Imitate roosters strutting. Place the hands on 
the shoulders and walk forward in the aisle, raising 
the knee high and placing the foot well forward care¬ 
fully. 

15. Imitate ducks waddling. All stoop and place 
hands on knees, arms extended outward, and move 
forward, swinging one side of body forward, then the 
other. 

Playing in the Wind 

1. Skip out to play. 

2. Look up at wind clouds and point to them. 

3. Weather vane. Stretch arms out at sides, slow¬ 
ly twist trunk to right and left. 

4. Flying kites. Toss kite into air, run back a few 
steps; pull, guide and watch kite; haul it in, and wind 
string. 

5. Windmill. Stretch arms overhead, lower to 
shoulder level, and imitate motion of windmill. In this 
exercise children are back to back in pairs. 

6. Trees swaying in wind. Flutter of leaves (fin¬ 
gers), bending of branches (arms), then swaying of 
whole tree (trunk bending). 

7. Toss a leaf into air and watch it blow away. 

8. Blow to represent wind. 

9. Run into the house at mother’s call. 

10. Rest head in mother’s lap. 


82 FOUR HUNDRED GAMES 

Reap the Flax 

This dance represents in dramatic form the proc¬ 
esses of cutting down the flax, combing out the tangles, 
spinning the flax into thread, and weaving this into 
cloth. The children stand in files of five each. In the 
first step they step out on the left foot (first phrase), 


REAP THE FLAX 




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t—i 



cut the flax from right to left with their scythes (sec¬ 
ond phrase), pile at the right the flax they have cut 
(third phrase), and stand back in position (fourth 
phrase). This is repeated. After each step a chorus 
is taken. The first child in each file places his hands 
on his hips, the others place their hands on the shoul- 














































































































































MIMETIC GAMES 


83 


ders of the child in front. With little steps they run 
around in a circle and back to position. 

In the second step they pick up some of the flax 
from the piles at their right side (first phrase), throw 
it over hooks high in front of themselves (second 
phrase), comb it down with their fingers, which are 
hooked to resemble combs (third phrase), and stand 
back in position (fourth phrase). This is repeated, 
after which the chorus is taken again. In the third 
step the first child steps back beside the second, and 
the fourth steps up beside the third; all join right 
hands in the center; only one count is allowed for this. 

These four make the 
spinning-wheel, while 
the fifth person is the 
spinner. The spinner 
turns the wheel with her 
foot, which is on an im¬ 
aginary treadle, and 
takes the flax off the 
wheel with her left hand. 
The chorus is taken 
again. In the fourth 
step the children form 
the same square which 
they formed in the third 
step; this represents the weaving loom, the fifth per¬ 
son being the weaver who runs through the loom as 
in the diagram. The chorus is taken again. 

The Shoemaker 

The position of the players is the same as for gym¬ 
nastics proper. The pupils are arranged according to 
height. Boys stand at the right of girls. 

Figure 1 —Arms to front, right hand placed flat 







84 


FOUR HUNDRED GAMES 


over left, but not touching it. Twirl hands three times 
with right hand outward. (First measure of music.) 
Reverse, three times. (Second measure.) 

Figure 2 —Jerk elbows backward two times with 
fists closed. (Third measure.) Hammer fists to¬ 
gether three times, right hand on top. (Fourth 
measure.) 

Repeat Figures 1 and 2 . 

Figure 3 —Raise inside hands high, outside hands 
on hips. Be careful that knuckles are forward when 
hands are on hips. In the raising of hands, the boy 
opens his hand flat, fingers closed. The girl places 
her open palm in that of the boy; thumbs cross. Avoid 
linking fingers. All turn to right, running lightly 
on toes to end of line, and returning to place; if music 
is not finished by the time pupils are in original places, 
keep up the light running step “in place” until music 
stops. With a little care, the two or more sets of part¬ 
ners will run parallel coming up the line. On the last 
beat, as the heels come together, the arms drop to 
sides. (Fifth, sixth, seventh, and eighth measures.) 


THE SHOEMAKER GAME 



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MIMETIC GAMES 85 

The Snowstorm 

1. Falling snow. Stand! Up! (Raise arms over 
head.) Flutter—flutter! (Arms are slowly lowered 
sideways downward; at the same time fingers are flut¬ 
tered up and down in imitation of the gentle fall of 
snowflakes.) Up! (Raise arms forward upward, 
moving fingers as before.) Again, flutter—flutter! 
Up! Down! 

2. Drifting snow. The wind blows the snow down 
the street. Ready—go! (One row after another 
scampers lightly around room and back to seats.) 
Run softly; the snow makes no noise as it is blown. 
See how silent and quiet the room is. Everyone listen! 
Go softly, softly, on the toes. 

3. Whistling wind. The wind blows through the 
pine trees and makes a long, low, whistling noise. 
Breathe—in! (Everyone takes a big, deep breath.) 
Breathe—out! Pupils breathe out and allow air to 
escape through mouth, making a noise like the wind.) 
Again—in! Out! 

4. Whirling snow. Ready—go! (Raise arms to 
sides and turn about in a little circle with short run¬ 
ning steps.) Turn about the other way—go! (Chil¬ 
dren run about to left once, then turn to right.) This 
movement when taken in the schoolroom must be sim¬ 
ply a turn on the toes with many little steps. If the 
play is conducted in a playroom, each pupil may run 
around in a circle about four feet in diameter. 

5. The snow bends the trees low. Now the snow 
falls slowly and gently. (Movement described under 1 
may be repeated.) The little birch trees are bent way 
over toward the ground. Ready—over! (Arms hang 
limp and body is bent to left.) The wind blows the 
snow from the trees. Ready—shake! (Shake arms 
and slowly raise trunk.) Now the snow falls again 


86 


FOUR HUNDRED GAMES 


and the wind dies down. (Repeat movement describ¬ 
ed under 1.) The trees are bent again as the load of 
snow grows heavy. Ready—over! (Body is bent to 
right.) Now the wind blows it off—shake! 

Repeat the movements two or three times. 

6. Making a snow man. Ready—go! Stop! 
(Bend the trunk slightly forward as if rolling and 
making a big ball of snow. As the ball grows larger, 
we must walk more slowly.) Now make a small ball 
for the head; now make the arms. See who can get 
his done first. 

7. Dancing around the snow man. Ready—go! 
(One row after another marches around the room un¬ 
til circle is formed around the outside of the room.) 
Ready—go! (All the pupils join hands and skip light¬ 
ly about the room until the signal “Stop!” is given.) 

8. A snowball fight. Down! Stoop down and get 
snow for ball. Up ! Make the ball. Throw! Again 
—one! Two! Three! Quicker—down! Clap snow 
together! Throw! Keep it up! Stop! 

9. Warming toes. Ready—go! Jump lightly on 
toes. Stop! Again—go! Stop! 

10. Quiet after play. Breathe—in! Breathe—out! 
Again—one! Two! 


Toys 

Let different groups choose some toy to imitate, or 
let the class imitate various toys in turn. 

1. Jack-in-the-box. Squat on heels. When teacher 
releases lid, each Jack jumps out of his box. 

2. Drums. Beat drums and march around room. 

3. Blow up toy balloons. Throw them into air. 

4. Train of cars. Each row forms a train. Blow 
whistles, get up steam (deep breaths) and travel 
around room. 


MIMETIC GAMES 87 

5. Spin tops. Bending or stooping to place them. 

6. Imitate other toys suggested by children. 

This may be preceded by the coming of Santa Claus, 
driving his reindeer, descending the chimney, and 
filling the stockings. When he leaves, the toys come 
to life and perform. 

Thanksgiving Dinner 

1. Get out of bed, stretch. Wash, and dress quickly. 

2. Greet family. Eat breakfast. 

3. Go to cellar for vegetables. Stoop for those on 
floor. Carry heavy pans upstairs. 

4. Prepare vegetables. Crack nuts. (Children will 
suggest other activities.) 

5. Set table. Bring chairs. Arrange flowers, etc. 

6. Run errands. Get eggs, milk, etc. 

7. Smell dinner cooking. (Breathing.) 

8. Sit down to rest before eating. 

A Trip to the Zoo 

» 

1. Instead of going on a street car or in an auto¬ 
mobile, let us take our bicycles for our trip to see the 
animals. All stand in the aisle and holding handle¬ 
bars in front, run lightly in place, raising knees high 
at each step. Schottische music is good for this ex¬ 
ercise, or a march played or sung in very quick time 
may be used. 

2. We chase the pop-corn man for pop-corn and 
peanuts. Run lightly and in time to music to pupils* 
own places in the aisles. 

3. We inflate and burst paper bags. Face open 
windows and breathe deeply; repeat many times. At 
the last, clap hands loudly to make sound of bag’s 
bursting. 


88 FOUR HUNDRED GAMES 

4. We visit cages of different animals. One pupil 
represents the animal, who stands in front of the class 
and does the exercise first, after which all do the same 
exercise. 

5. We see a prairie dog. Stand with knees slightly 
bent, arms raised as forepaws, and turn heads from 
one side to the other. Count for this exercise. 



Elephants 

6. We next visit the elephants and throw peanuts 
to them. Bend body forward, arms hanging down in 
front, hands together, to represent trunk. Step slowly 
forward, arms swinging from side to side. 

7. We next visit the big brown bear that lives 
down in a pit. A child is chosen to come to the front 



Bears 













MIMETIC GAMES 


89 


and play bear. He puts his hands on his hips, bends 
body forward, then, with the teacher’s count, he bends 
or twists his body from side to side. (See illustra¬ 
tion.) 

8. We go to see the kangaroo. Stand with hands 
held bent up to chest like forepaws; from the squatting 



Kangaroos 


position take long leaps forward, landing always on 
balls of feet. 

9. Next we take a look at the tall giraffe. Stand 
on tiptoes, the arms raised high overhead, palms to¬ 
gether. Turn bodies from left to right, representing 
turning of the long neck. 

10. Next we go to see the Shetland ponies, and take 
a ride on one. Stand with the left foot forward, hold 
reins in front, and bend alternate knees forward, or 
gallop around room to music. 

11. We see many birds flying. All run lightly around 
room, one row at a time, arms at sides, imitating 
movements of wings. Waltz music is played quickly 
for robin, sparrow and other small birds, and more 
slowly for crow and larger birds. 

12. We run down to artificial lake and play in 











90 FOUR HUNDRED GAMES 

water. First we skip stones over surface of lake. 
Stoop and pick up the stone on “One,” and skip across 
the water on “Two.” 

14. We all go wading. Place hands on hips and 
walk forward very softly, lifting feet high at each 
step. This can be done in aisles or in a circle around 
room. Waltz music is good for this rhythm, or a 
march may be played slowly. 

15. We go rowing. All sit on top of desks and hold 
oars at sides. Move body back and forth in time to 
some familiar rowing song. 

Other Mimetic Games 

» 

Cat and Mice 
Cat and Mouse 
Dramatic Games (All) 

Flowers and the Wind 
Singing Games (All) 

Water Sprite 


TAG GAMES 

Children enjoy a tag game because it gives them so 
many things that they need and like—running, agility of 
mind and body, excitement. It is a far cry, however, from 
the old and simplest forms of Tag, of which the children 
sometimes tire, to the many involved and fascinating vari¬ 
ations of the game. The teacher should know many of 
these and teach them to her pupils, so that they may play 
some form of the game every day. Confinement to the 
schoolroom need not deprive them of it, since many forms 
are suitable for indoor use. 

The simplest Tag and many of its variations are well 
known. There are Wood Tag, Stone Tag, Tree Tag, 
House Tag, and the like, requiring the objects or places 
named, for goals. Besides these more familiar games 
there are Clover Tag, Plaintain Tag, Dock Tag, and the 
like, wherein the players must touch or hold one of the 
above-named plants to be safe. Bird Tag, in which the 
player runs until he can point to a bird, may be played 
in some places. 

Other simple variations are those caused by the actions 
of the individual players: Squat (or Stoop) Tag, so-called 
because the runner stoops to avoid being tagged (there 
should be a limit to the number of times that the player 
may stoop) ; and Cross-Finger Tag, in which the runners 
cross their fingers to make themselves safe, are familiar 
examples. 

For the most successful playing of the tag games, a 
few points must be taken into consideration. “It” must 
not concentrate on any one person, to tire him out, as is 
so easily possible in Hang Tag. Nor must “it” take un- 


92 FOUR HUNDRED GAMES 

fair advantage at the start. On the other hand, the run¬ 
ners must be venturesome; they must not cling too closely 
to one goal nor crowd one if there are several goals. 

“It” may be chosen in many ways, and often the choos¬ 
ing or “counting-out” process adds much to the zest of the 
game. (See Counting-Out Rhymes and Choosing Sides.) 


Animal Chase 

One player is chosen to be the chaser or hunter. 
Another child secretly gives to the other players the 
name of some animal, giving the same name to various 
children. Thus there will be several foxes, deer, rab¬ 
bits, etc. If a large number are playing, they may be 
divided into groups, and each group be given the name 
of an animal. Two corners are marked off on the play¬ 
ground. These are called pens. The players gather 
in one of these pens and the hunter stands outside but 
near it. The hunter then calls out the name of some 
animal, and if there are any who have been given that 
name they must leave the pen and try to reach the 
other pen. The hunter tries to tag the animals and 
any tagged before reaching the other pen must help 
the hunter tag others as he calls other names and the 
animals run. The last player tagged becomes the hunt¬ 
er for the next game. 

Black and White 

This is an interesting variation of Marching Tag. 
Sides are chosen and named respectively Black and 
White. A line is drawn across the middle of the play¬ 
ing space. The teams stand on either side of this and 
each chooses a goal about seven feet distant from the 
center line. The teacher, or one of the children select¬ 
ed as leader, stands in the center and throws into the 



TAG GAMES 


93 


air some object which has two distinct faces or colors. 
When the dark side of this object falls uppermost, the 
Blacks may be tagged by the Whites. They therefore 
run for their goal pursued by the Whites, who try to 
tag them. When the light side of the object falls 
uppermost, the Whites run and are chased by the 
Blacks. Any player caught before reaching his goal 
becomes a member of the other side. The game is won 
when a group catches all or most of the other group. 

Chinese Tag 

This is the simplest form of Tag, with one variation. 
When a child is tagged he must keep his hand on the 
spot where he was tagged until he is successful in tag¬ 
ging some one else. This necessitates hopping on one 
foot often, or bending over to touch one’s knee; or per¬ 
haps it will mean only keeping a hand on the head. 


Chinese Wall 
Mark off two lines 
in the center of the 
playground about ten 
feet apart. The space 
between these lines 
represents the wall. 
In the center of the 
space stands a guard. 
About thirty feet 
back of this wall on 
each side are the goal 
lines. The players 
are all on one side 
back of the goal line. 
The guard at any 


Goal Line 


0 (Guard) 


Goal Line 


X 

X 

X 

X 

X 

X 


X 

X 

X 

X 



Chinese Wall 







94 FOUR HUNDRED GAMES 

time may call “Cross the wall!” and the players must 
cross it to the opposite goal. He tries to catch all the 
players he can, but in doing this he must not move out 
of the space designated as the wall. 

. Cross Tag 

As in the common form of Tag, one child is “it” and 
tries to catch some other child. If he starts after A, 
he must continue to chase A until a third child, B, runs 
between A and the child who is “it.” Then the one who 
is “it” chases B, and any other child, C, may cross be¬ 
tween them. This is continued until some one is 
tagged, when the chasing is reversed, the one being 
tagged pursuing the one who tagged him. Many op¬ 
portunities are given for good dodging and skillful 
crossing. 

Double Tag 

Each player has a partner, with whom he clasps 
hands. The game is then played as in ordinary Tag, 
one set of partners being “it.” 

Every Man in His Own Den 

Each player chooses some definite place or object 
which is to be his den. This may be a small circle 
marked on the ground, or a tree, corner of a building, 
etc. If possible, these dens should be about fifteen or 
twenty feet apart. The object of the game is for each 
player to tag and thus capture as many others as pos¬ 
sible. Whenever a player is caught, he becomes a 
member of his captor’s den and must join him in try¬ 
ing to tag others for that den. 

The game begins by one of the players leaving his 
den, whereupon the others try to tag him. An im¬ 
portant rule to be remembered is that the last player 
to leave his den may tag any who have preceded him, 
but that they may not tag him. For example, suppose 


95 


TAG GAMES 

* 

players Number One, Two, and Three leave their dens 
in the order given. Number Two may tag Number 
One, and Number Three may tag both Numbers One 
and Two; but the latter may not tag Number Three. 
A player may return to his den at any time, however, 
and again run out, thus gaining precedence over all 
others who are out. 

As the game continues and different players are 
tagged, a few strong groups are formed. The game 
ends when all are brought into one den; or, if there 
is a time limit, that player wins who has the greatest 
number of captives. 

Fence Tag 

This game provides fine exercise. The players start 
on one side of a fence; “it” on the other. “It” vaults 
the fence and tries to tag the players. He can tag only 
those who are on the side of the fence with him. They 
dodge by going back and forth over the fence. 

Flowers and the Wind 

Any even number of children may play this game. 
They are divided into two equal groups, each having a 
home marked off at the opposite ends of ;he play¬ 
ground, with a long neutral space between. One group 
represents the wind and the other the flowers. The 
flowers secretly choose the name of a particular flower, 
as daisy, violet, etc., which they will represent. The 
group representing the wind stand in a row on their 
home line ready to run. The flowers then walk over 
the neutral space toward the wind, who tries to guess 
what flower they represent. As soon as the right 
flower is named by any one of the wind group, the 
flowers run home, the wind chasing them. Any play¬ 
ers caught by the wind before reaching home become 
his prisoners and join his group. The remaining flow- 


96 FOUR HUNDRED GAMES 

ers repeat the play, each time taking a different name. 
The game continues until all are caught. The flowers 
may go as near the wind’s goal as they dare, and they 
must come more than halfway across the neutral 
space. 

Following Tag 

“It” starts out after a player. That player follows 
an erratic course—jumping, crawling, shinning up 
trees, dodging around them—doing any stunt he 
wishes to do, and the one who is ‘‘it” must follow him, 
and imitate his actions. If “it” can catch the runner 
after having imitated everything the runner has done, 
the latter becomes “it.” “It” may divert his attention 
to another player at any time, and the new runner 
must be ready to give him an interesting chase. This 
game is interesting if three people are “it,” working at 
the same time, or taking turns. 

Hang Tag 
(Tree Tag) 

One player is “it.” The other players try to escape 
being tagged by hanging from, or clinging to, anything 
which will cause their feet to be lifted from the floor 
or ground. This game is especially good for wooded 
places, where other forms of tag are impossible. A 
player may secure freedom from being tagged by go¬ 
ing part way up the trunk of a tree if branches are not 
available, or by hanging over a fence. The players 
should keep moving. The last one to reach a tree has 
the right to the tree, and his predecessor must move. 

Last Couple Out 

This game requires an odd number of players. The 
players stand in a double file clasping hands facing the 
front. One child chosen to be “it” stands about ten 



TAG GAMES 


97 


feet in front of the first couple with his back to the 
players. When he calls “Last couple out!” the last 
two players separate and run, each on his own side of 
the file, and try to join hands in front of the one who 
is “it,” without being tagged by him. If they succeed 
they are safe, but if “it” by running after them as soon 
as they are on a line with him catches one of them, 
that one becomes “it” and the other two become the 
first couple. Then the next last couple become the 
“last couple” and the game is continued in the same 
manner. 

Lame Goose 

One child is chosen for the goose. Certain territory 
marked off at one end of the playground belongs to 
him. The other children venture near him calling 
out,— 

“Lame Goose, foot in a noose! 

Can’t catch anybody!” 

The goose may go three steps out of his territory on 
both feet, but beyond that he must hop on one foot and 
try to catch the other players. Whoever is touched by 
him becomes a lame goose also and must observe the 
same rule of hopping on one foot after he has taken 
three steps out of the goose’s territory. 

If a goose uses both feet after he has taken the three 
steps, he is driven back by the other players. The last 
player caught wins the game and becomes the goose 
for the next game. 

Link Tag • 

Two persons are “it.” They join hands and run 
after the other players. Any player they succeed in 
catching becomes a link in the chain and must join 
hands with the first two. The game is continued in 
this w r ay, all running until everyone is caught and a 


98 


FOUR HUNDRED GAMES 


long chain is formed. Should the chain break, it must 
be joined again before continuing the chase. Any 
player caught while the chain is broken does not be¬ 
come a link. 

Marching Tag 

Two lines are formed facing each other, fifty or 
more feet apart. Team A start the game by march¬ 
ing toward Team B until the teacher or a leader gives 
a signal. They then turn and run back to their start¬ 
ing line, pursued by Team B, who try to tag them. 
Any player caught before reaching the goal must join 
Team B. The marching is repeated with turns re¬ 
versed. 

Maze Tag 

The players stand one behind the other in rows 
which are parallel to each other and about three feet 
apart. A runner and chaser are chosen. The players 
in each row grasp hands with those on each side. The 
chaser tries to tag the runner who runs up and down 
the aisles between the rows of players. The teacher 
or a chosen leader may at any time call “Right face!” 
or “Left face!” to aid the runner or the chaser. At 
this command the players drop hands, turn in the 
direction indicated and clasp hands with the player on 
either side. In this way they block the old passages 
and open new ones through which the runner and 
chaser must go. Players must not break through the 
lines. 

Midnight 

One player is chosen as “old man,” and he may tag 
the other players only at midnight. At one corner of 
the playground or gymnasium is marked off an area to 
represent his home and at the opposite end is a space 
designating the other players’ home. The players 


TAG GAMES 


99 


leave their home and as they approach the old man 
they keep asking him, “What time is it?” He an¬ 
swers as it pleases him, “Eight o’clock,” “Ten o’clock,” 
etc. If he replies with any time but midnight they are 
safe. When, however, he says “Midnight!” the play¬ 
ers must run for their home. The old man chases them 
trying to catch as many as possible. Any whom he 
catches must go back to his home and help him catch 
the others. The last player caught becomes the old 
man for the next game. 

Oysters and Clams 

The children stand in two single files with their 
backs toward each other, each line facing a goal. One 
line is called “oysters,” the other “clams.” An extra 
person stands at the head of the lines and calls either 
“Oysters!” or “Clams!” If the former, they run to the 



Oysters and Clams 




100 FOUR HUNDRED GAMES 

goal which they are facing, and the “clams” must 
chase them. All caught become “clams.” The two 
lines then return to positions, the first one in place 
having the privilege of choosing one player from the 
other line. If the “clams” are called they run to the 
goal which they are facing and the “oysters” must 
chase them. When the game is ended the line having 
the greater number of children wins. 

There is opportunity in this game for the beginning 
of a team spirit—playing to help the other children of 
the line. 

Partner Tag 

In this form of Tag each child has a partner. These 
partners link arms and must keep together until a 
third child joins them on either one side or the other. 
There are two extra players, a runner and a chaser. 
The runner in order to save himself may at any time 
link arms with one child of any group, whereupon the 
child on the other side of the couple must immediately 
run away, since he is now the runner. He continues 
to be chased until he has linked arms with some couple. 
These couples are scattered about the playground or 
gymnasium and may stand still or may run to the as¬ 
sistance of the runner; or, if one child has been chaser 
for some time, they may make it harder for the run¬ 
ner to save himself. In this way the children may 
learn to judge quickly the best play to make. As in all 
forms of chasing games, when the runner is tagged 
the chasing is reversed. 


Pinch-O 

The children stand beside each other in one line. 
They join hands in back. Directly in front and facing 
them stands the one who is “it.” The line advances 
while “it” at the same time walks backward. The child 


1 


/ 


TAG GAMES 


101 


at one end of the line calls “Pinch!” and pinches the 
hand of the child next him. The pinch is passed along 
the line to the last child who calls “0!” when pinched. 
As soon as the others hear the “0” they turn and run 
back to a predetermined goal, and “it” gives chase. 
Those who are caught by the one who is “it” help to 
catch the others in the next game, or the first one 
caught may exchange places with the one who is “it.” 
The children must be careful not to show by their 
faces where the “pinch” is. For variation of the game 
any child may call “0!” when he 'is pinched. 

Prisoner’s Base—I 

The simplest form is the best for those learning the 
game. The space to be used is divided into two fields, 
A’s and B’s. In a rear corner of each field is a prison 
belonging to the team in whose field it is. A few 
players guard each prison. Others venture into the 
opponent’s field and if caught are put into prison, 
where they must remain until freed by another of 
their own team. Both prisoner and rescuer may be 
caught on their return from the prison to their own 
field. The side having the greater number of prisoners 
at the end of a certain length of time is the winner. 

Prisoner’s Base—II 

In this game the main playground is neutral terri¬ 
tory, with comparatively small goals for each team, 
marked off at the rear boundary. At the side of each 
goal is another space, for the prison. In this form of 
the game a captain for each team is advisable. Ac¬ 
cording to turns previously agreed upon, a player from 
one side (say A’s side) sallies forth into the neutral 
territory. The B captain names a man to go after the 
A player. If he succeeds in catching him, he takes 


102 FOUR HUNDRED GAMES 

him into his prison. But. in the meantime, the A cap¬ 
tain has sent a man after the B player, who, if he is 
caught, must go into the A prison. Then the B captain 
sends out a man to get the second man sent out from 
A. So the game goes on. Always the last man to leave 
the goal may capture any other players but no player 
may capture any man who left goal later than he did. 
Thus alertness in dodging and chasing the proper 
players is absolutely necessary. At any time a cap¬ 
tain may call in a player; thereupon the man who is 
covering that player must go back. Then the man who 
was sent out after him must go back, and so on, until 
all players who went into the field later than the man 
called in, are withdrawn. The play begins again with 
the players that are left in the field, or if all have been 
called in, new men are sent out. 

If a player enters the enemy’s goal, he scores a vic¬ 
tory for his side. Another means of scoring is to make 
prisoners of all the opposing side. Guards should be 
placed at the goal to prevent entering, and at the pris¬ 
oner’s base to prevent the rescue of prisoners. Any 
player may attempt to rescue a member of his team. 
He is liable to be tagged while on his way to the prison 
but neither he nor his prisoner may be tagged on their 
return home. The prisoner may help in his rescue by 
leaning far out of the prison, but he must keep some 
part of his body within the prison. If there are a num¬ 
ber of prisoners, they may form a chain reaching far 
out of the prison, providing the last one caught re¬ 
mains'at the end, in the prison. Whenever a player is 
caught, or a prisoner is rescued, all in the field must 
return to their home bases; prisoners do not return. 
It is a very complicated game, and possesses great fas¬ 
cination for boys or men. Variations are possible in 
the manner of laying out the field, giving “dares,” etc. 


TAG GAMES 


103 


Shadow Tag 

This game is especially liked by little children. “It” 
tags players by stepping on their shadows. If he suc¬ 
ceeds in stepping on a player’s shadow, he calls out the 
player’s name and that person becomes “it.” 

Snatch the Stick 

Players divide into two teams', each team numbered 
consecutively from one to ten or one to fifteen. 
Thus, in each team, there will be two ones , two twos , 
two threes and so on. These couples should be as even¬ 
ly matched as possible. 

Teams line up, each man opposite his double, on 
their respective goals. At a middle point between the 
goals a swat stick is placed. Each couple takes a turn 
on the running line, from which they run to capture 
the stick and bring it to their goal. The one who re¬ 
turns to his goal with the stick scores one for his side. 
If a player is tagged before he reaches the goal, the 
opposing team gains one. Goals are exchanged at* end 
of every round. Having captains for each team to 
toss for first turns, and to keep score, etc. adds to the 
interest. 

Squirrel in the Trees 

The players are divided into groups of four, three 
children joining hands to represent the tree and the 
fourth one, standing inside the group, representing a 
squirrel. There are two extra squirrels, one a chaser 
and the other a runner. On signal the chaser pursues 
the runner. At any time the runner may run into a 
tree to save himself from being tagged by the chaser, 
whereupon the squirrel already in the tree runs out 
and is pursued by the chaser. This running is con¬ 
tinued until a squirrel is caught, when the chasing is 
reversed. To give all the players a turn in the game, 


104 FOUR HUNDRED GAMES 

as soon as a squirrel becomes safe he changes places 
with one forming the tree. To make the game lively 
and interesting, each child should take a short turn as 
runner, should dodge quickly, and enter some tree un¬ 
expectedly ; and when inside the tree he should be alert 
to run out as soon as a runner enters. 

Singing Tag 

“It” chases a player who is singing the words of a 
given song. If caught before finishing the song, the 
singer is “it.” 

Or, in another version, players are safe when sing¬ 
ing, but only then. They must run, between songs, but 
must sing to avoid being tagged. 

\ 

Steps 

One player selected as “it” stands facing a chosen 
goal with his back toward the other players. The 
latter are arranged in a line fifty feet—or any other 
reasonable distance—from the goal. “It” counts from 
one to ten as rapidly as possible, while the players be¬ 
hind him move toward the goal. On the count ten he 
turns quickly toward the others, and should he see a 
player moving, he sends him back to the starting 
point to begin again. The object of the game, of 
course, is to reach the goal without being seen moving 
by “it.” The counting by “it” and moving forward of 
the other players is continued until all have reached 
the goal. The last one to reach the goal becomes “it” 
for the next game. 

Third Man 

This is a variation of Three Deep that is especially 
interesting to older children. Each child takes a part¬ 
ner and these couples scatter around the playground. 


TAG GAMES 


105 


The players forming the various couples stand about 
three feet apart, facing each other. Two players act 
as runner and chaser. The runner may take refuge 
between any two players, and the one to whom he 
turns his back becomes third man and must run in his 
place. If the chaser tags the runner, they change 
places. 

Three Deep 

All the players except two stand in a double circle. 
These two stand outside this circle, one player being 
“it” and the other the runner. To avoid being caught, 



Three Deep 


the runner may stop in front of any group. As soon 
as he does so the group becomes “three deep.” The 
outside player of this group then runs and the playing 
is continued as before. When a child is tagged, the 
chasing is reversed. 








106 FOUR HUNDRED GAMES 

Water Sprite 

This is a Chinese game and is said to have grown 
out of the old superstition that in the time of freshets 
a sprite waited in the middle of the stream and enticed 
people into the water. Any number of children may 
play. One child should be chosen as the sprite. The 
other children are divided into two groups as nearly 
equal as possible. The groups arrange themselves in 
two lines facing each other with a large space between 
the lines. This space represents the river, and may be 
marked off by two parallel lines five or six feet apart. 
The sprite takes his place in the middle of the space 
or river and beckons to some child in one of the groups. 
That child in turn beckons to some child in the oppo¬ 
site group. These two children then change places by 
running across the intervening space. The water 
sprite tries to tag one of them before they reach the 
opposite bank. If the sprite succeeds in doing this, he 
changes places with the one tagged. The sprite must 
always stand in the middle of the river when he 
beckons. 

Whip Tag 

(Beetle Goes Round) 

This game is played with a knotted towel which 
the children call a beetle. Any number may play. One 
child is chosen to be “it.” The other children form a 
large ring and stand facing the center with their hands 
behind their backs. The child who is “it” then runs 
around the outside carrying the beetle, which he drops 
into the hands of any one of the players in the ring. 
That player then quickly turns to his right-hand neigh¬ 
bor and hits him with the beetle. The neighbor tries 
to escape by running around the circle and back to his 
place. If he escapes with being hit but once, he takes 
the beetle and exchanges places with the first player. 


TAG GAMES 


107 


If he receives more than one hit, the one who holds the 
beetle exchanges places with the. first outside player. 
The new beetle man runs around outside and drops 
the beetle into any hand that he chooses, and so the 
game continues. 


Other Tag Games 

Ball Tag 

Baste the Bear 

Bell Man 

Bird Cage 

Blind Man’s Buff 

Charlie Over the Water 

Farmer Is Coming, The 

Fox and Geese—I 

Fox and Geese—II 

Fox Trail 

Goal Run 

Hare and Hound 

Hill Dill 

Itisket, Itasket 

Last Man 

Partner Tag—I 

Partner Tag—II 

Pursuit Relay 

Seat Tag 

Tag the Wall Relay 


HIDE AND CHASE GAMES 

Hide-and-seek and chase games seem to fall naturally 
into the same grouping. They require larger spaces than 
any of the other games; they are more strenuous than 
any except perhaps the more advanced team games; and 
they involve an unusually large element of adventure and 
risk. All of the hide-and-seek games have the spirit of 
the chase, although all of the chase games are not hiding 
games. There is a distinct element of the dramatic in 
them. This is further shown by the fact that the children 
play them alone and are interested in them over long pe¬ 
riods of time. They are also athletic games, in that so 
much running and physical exertion are required in them. 
The chase games differ from the tag games in that they 
are more strenuous, and usually have no definite goal. 

Some of these games are adapted to the use of small 
children, and many are liked by girls, but for the most 
part these are games for boys of Groups II and III. Prob¬ 
ably no other games are played so intensely or so devot¬ 
edly as are these which satisfy the needs of the eager 
boys of the “difficult age.” 


Chalk the Arrow 
(Arrow Chase) 

This is particularly popular among older boys. The 
players are divided into two groups, the runners and 
the hunting party. Each of the runners is provided 
with chalk and given a handicap of five to ten minutes. 
They take a devious route, and leave a chalked arrow 



HIDE AND CHASE 


109 


every ten feet, to point out the direction which they 
have taken. The arrow must be in sight, but even so 
it may be difficult to locate, being placed high, or on 
the farther side of a fence or near the ground. The 
runners aim to reach a goal agreed upon, which may 
be the starting place, without being overtaken by the 
other group. 

Duck on a Rock 

Each player has a “duck”—a fair-sized stone. A 
large rock is chosen as the duck rock and a throwing 
line is marked off twenty feet from this rock. One 
player is chosen as guard. He places his duck on the 
rock and stands near it. The other players stand on 
the firing line and throw in turn at the duck on the 
rock. Each thrower must try to recover his duck and 
return to the throwing line without being touched by 
the guard. If it does not seem possible to do this, he 
may make himself safe by standing with one foot on 
his duck where it fell, but he may not put it down after 
he has started to run. 

Should the duck on the rock be displaced, the guard 
must replace it before chasing the players. If a player 
is tagged, he becomes guard and the former guard 
must quickly get his own duck and run to the throw¬ 
ing line, since the new guard as soon as he gets his 
duck on the rock may tag him. 

The Farmer is Coming 

Any number of children may play this game. One 
is chosen to be the farmer. He seats himself on a low 
box, stool or convenient stone. The others choose a 
leader from among themselves and stand some little 
distance from the farmer. The place where they 
stand, or their home ground, must be marked off in 


110 


FOUR HUNDRED GAMES 


some definite way by a path or line. The leader taps 
some of his companions on the shoulders as an invita¬ 
tion to go with him into the farmer’s orchard for ap¬ 
ples. They then leave their home ground and ap¬ 
proach as near to the farmer as they dare. Suddenly 
the farmer claps his hands and all the players must 
stand still until the leader calls out, “The farmer is 
coming!” Then they try to reach their home ground 



The Farmer Is Coming 


before the farmer can tag them. Any players tagged 
become prisoners of the farmer and must stay in a 
place designated by the farmer until the game is end¬ 
ed. If the leader is tagged a new leader must be chos¬ 
en, and next to the last prisoner taken becomes the 
farmer for the new game. One thing must be remem¬ 
bered and strictly adhered to, that is, no player must 
stir till the leader gives the warning. 

With very little children it is well to have the teach¬ 
er act as farmer. The game may be played in the 
schoolroom. 

Follow the Leader 

A player who is particularly resourceful and skillful 
makes the best leader. He starts out at the head of the 
line, and performs in various ways,—walking, run¬ 
ning, vaulting, somersaulting, jumping, for certain 









HIDE AND CHASE GAMES 111 

things going on one foot, or on all fours—anything 
which will test the mettle and skill of those behind 
him. Each player must follow the leader in any ac¬ 
tion. Some penalty, such as dropping out of the game, 
paying a forfeit, etc., may be attached for failure to do 
this. This game develops skill, endurance, persever¬ 
ance, ability to follow, and most of all, good sports¬ 
manship. 

Fox and Geese—I 

This is a winter game, best played after a newly 
fallen snow. A large circle is tramped in the snow. 
Two diameters crossing at right angles are made in the 
same way. The person who is “it” stands in the center 
and the other players scatter themselves at different 
points on the circle and diameters. The object of the 
game is for the fox, who is “it,” to catch a player, the 
“goose,” neither being allowed to step from the pre¬ 
scribed paths. The player stepping outside becomes 
the fox. The center is the resting place. Not more 
than two geese are allowed to rest af once, or the fox 
can call out: 

“Three on a ‘gool/ 

Pick out a big fool.” 

Then the fox chooses one to take his place. 

Fox and Geese—II 

A circle is marked in the snow with straight paths 
like the spokes of a wheel tramped from the circum¬ 
ference to the center. The circle may have a single 
rim, or it may have a second rim about ten feet nearer 
the center. All of the geese stand at intervals around 
the rim while the fox stands in the center. Where the 
spokes touch the outer rim, circles are made to mark 
the goals. If the double rim is used, there is one less 


112 FOUR HUNDRED GAMES 

goal than the number of geese. If the single-rimmed 
circle is used, any number of spokes may be made. The 
object of the game is for the geese to run from one 
goal to another without being caught by the fox, neith¬ 
er being allowed to step from the prescribed paths. 
When once started across a line a goose may not re¬ 
turn. If the double-rimmed circle is used, the player 
may turn at any intersection of lines, but if the single- 
rimmed circle is used, he must continue straight across 
to the opposite side. When the fox catches a goose, 
they change places with each other. 

Five Geese in a Flock 

This is a simple game of chase for little children. 
The geese sit in a row. A market woman walks down 
the aisle repeating any counting-out rhyme. When 
she reaches the last syllable of the rhyme, the geese 
jump up and run. The market woman gives chase. 
The one caught must be the next market woman. 

Fox-Trail 

This is an old but always popular game. There are 
several variations of the game, but the following is one 
easily taught. It is best played in new-fallen snow, 
which packs easily. Any number of children may 
play. One is the hunter, the others are the foxes. A 
circle twenty or thirty feet in diameter is tfamped in 
the snow, then straight paths like spokes of a wheel 
are tramped from the circumference to the center. 
The number of paths should be less than the number of 
foxes. At the points where the paths meet the circum¬ 
ference, small circular dens are tramped for the foxes. 
All the foxes have dens except one who is the “old 
fox.” The center of the circle where the paths meet 
is the hunter’s goal. At the beginning of the game 


HIDE AND CHASE GAMES 113 

each fox is stationed in a den except the old fox, who 
must get a den as best he can. The foxes then run 
from den to den and the hunter tries to tag a fox and 
the old fox tries to secure a den. If a fox is tagged 
by the hunter they change places. A fox may run on 
any of the paths or the circumference in any direction, 
but he may not turn back when once started on a path, 
and he must run to an intersection before changing his 
* course. The foxes and the hunter must keep to paths 
already tramped. Only one fox may occupy a den at 
a time, and no fox may be tagged alone in a den. 

Hare and Hound 

The players are divided into two teams—one, the 
hares; the other, the hounds. The hares are given a 
chance to start ahead some distance and are allowed to 
go anywhere within a certain territory not too far 
from the school. The hounds go out to hunt them by 
following their footprints, or certain marks decided 
upon, left in the snow. When the hares are discovered 
they run for home, while the hounds try to catch them. 
All caught become hounds. In the next game the 
teams are reversed, the hares becoming hounds and 
the hounds becoming hares. At the end of their play 
the team having the greater number of players wins. 

Hill Dill 

Two lines some fifty to one hundred feet apart, ac¬ 
cording to the territory available, are marked off op 
the playground. The one who is “it” stands in the cen¬ 
ter of the space formed by these lines and calls, “Hill 
Dill, come over the hill or I’ll come over after you.” 
The players who are standing back of these two lines 
run across to the opposite goal and try to escape being 
tagged. All who are tagged must stand in the center 


114 FOUR HUNDRED GAMES 

with the one who is “it” and assist in catching the 
rest of the players. The game goes on until all are 
caught, and the first one captured is “it” for the next 
game. It is good preliminary work for football and 
like games. 


Letting Out the Doves 

This game is especially liked by the smaller children 
because so many players are active at the same time 
and the individual is so important. 

The players stand in groups of three and the groups 
scatter over the playground. One child, usually the 
smallest of the group, represents the dove, one the 
hawk, and one the owner. The owner holds both the 
dove and the hawk by the hand. Whenever he chooses 
to do so, the owner, with an upward gesture of the 
hand, sends the dove away from him as one throws a 
bird into the air. The dove goes running away with 
arms flapping like wings. When the owner considers 
that the dove has sufficient start, he throws the hawk 
in the same manner. The hawk tries to catch the dove 
but he must run over exactly the same route covered 
by the dove. The hawk also runs with arms out¬ 
stretched. When the owner sees fit, he may call his 
pets back by clapping his hands loudly. He gives this 
signal at any time when the dove seems hard pressed 
or weary. The dove must not return until the signal 
is given. The dove, if caught, may exchange places 
with the hawk or with the owner. 

« 

Pebble Chase 

This is a splendid game for one of those trying times 
when most of the children want to rest, but a few un¬ 
easy ones insist on “doing something.” 

Let one of the ambitious ones select a pebble and 


HIDE AND CHASE GAMES 115 

give it to the teacher or leader. The other players are 
seated in a row with hands extended, palms facing 
each other. The teacher then proceeds to pass her 
hands between the palms of the players. One child, of 
course, receives the pebble. That child must run with 
the pebble to the child who first selected it, and who 
has gone some distance from the others in the mean¬ 
time. The child running is chased by the other chil¬ 
dren. If caught, he must pay a penalty. If he delivers 
the pebble, he may be the “goal” next time, and the 
teacher again drops the pebble. 

In playing the game with this purpose, the teacher 
gives the pebble only to the most ambitious ones, and 
only those children who wish to do so need run. The 
others may watch. 


Prince and Guards 

The older boys like the feeling of importance and the 
exercise of strategy and skill which this game affords. 
One boy is the prince, and he has two guards. They 
advance from their stronghold, and the other players 
try to capture the prince. Anyone doing so changes 
places with him. The prince and the guards try to 
keep the other players away. Any player touched by 
the guards is carried off in great ceremony to the 
stronghold, and the prince stands unmolested until the 
guards return. 

Relievo 

Sides are chosen and a den is marked out at some 
central point. One side waits in the den until the 
other players are hidden. Then all start out to hunt, 
except one man who is left to guard the den. A pur¬ 
suer, after catching his captive, must hold him firmly 
and bring him into the den. As he does so, he calls 
“Caught! Caught!” The object of the game is to 


116 FOUR HUNDRED GAMES 

bring all those in hiding into the den. A member of 
the group in hiding may free a prisoner in the den by 
tagging him. In doing this, however, he must put both 
feet into the den. If successful, he calls out “Relievo! 
Relievo!” The guard tries to catch them as they leave 
the den but can chase them only past a certain bound¬ 
ary. Only one prisoner may be rescued at a time. 


Run, Sheep, Run 

This game, rightly played, demands teamwork and 
ingenuity, and so appeals to older boys. The group is 
divided into two teams, each, under a captain. One 
side remains at the goal, the other goes out to hide. 
When the captain of the hiding team returns to the 
goal, the searching team goes out to look for the hiders, 
under the direction of its captain. Much of the inter¬ 
est depends upon the cleverness of the captains. The 
captain of the searchers sends his men in different 
directions, and keeps a sharp eye out for the other 
team. The captain of the hiders watches these ma¬ 
neuvers, and when he thinks his sheep have a fair 
chance to get to the goal, he cries, “Run, sheep, run!” 
Neither party can run to the goal until its captain has 
given this call. The captain of the hiders usually gives 
this call, and the captain of the searchers immediately 
takes it up, since the team first getting a man to the 
goal after the cry has been given wins. The captain 
of the searchers may be the first to give the cry should 
he or one of his men see a member of the hiding party. 

Much fun arises from the use of signals shouted by 
the captain of the hiders to his team. If groups origi¬ 
nate their own calls, it makes more fun and adds to the 
mystification of the opposing party. One suggestive 
set is given: 


HIDE AND CHASE GAMES 


117 


Iron—Get down! 

Gold—Come! 

Silver—To the left! 

Brass—To the right! 

Lead—Go back! 

The success of this game very largely depends upon 
the ability of the players to follow directions, and it 
gives valuable training in this respect. 

Smuggling the Geg 

The players are divided into two teams, who name 
themselves appropriately as the “Gang” and the 
“Cops.” A den is chosen in a central location, and 
boundaries beyond which the “Gang” may not go are 
agreed upon. The “Gang” has the “geg” or treasure, 
such as a door key, marble, or knife, which is given to 
one of their number who is unknown to the “Cops.” 
As soon as the “Gang” is hidden, they give a signal to 
that effect. The object of the game is for the “Cops” 
to catch the holder of the “geg” before he can reach 
the den. In order to do this the “Cops” must chal¬ 
lenge each player caught. When one of the “Gang” is 
caught, the “Cop” must first “crown” him,—that is, 
take off the prisoner’s hat, place his hand on the pris¬ 
oner’s head and say, “Deliver the geg!” This the 
prisoner must do if he has it, in which case the players 
all return to the den, and the “Cops” win. They then 
become the “Gang” for the next game. If, on the other 
hand, he does not have the “geg,” he goes free. If the 
holder of the “geg” can return to the den without be¬ 
ing caught, his side wins and may go out again. 

Snatch the Handkerchief 

Parallel lines from twenty-five to fifty feet apart 
are marked off as goals. Halfway between these is placed 


118 FOUR HUNDRED GAMES 

a swatstick. A handkerchief placed on a stake, a stone, 
or Indian club may be used. Players form in two 
equal teams which line up on their respective goals. 
At the signal “Go!” a member from each team (be¬ 
ginning at either the right or the left of the line) runs 
into the center. The aim is to get the stick and run 
back to the goal without being tagged by the opponent. 
If a player succeeds in doing this, he scores one for his 
side. If he is tagged, the opposing side scores one. A 
player should not try to snatch the stick as soon as he 
runs into the center, as he would be more liable to be 
tagged by his opponent; he should try instead to get it 
by clever maneuvers. 

Instead of running in turns players may be number¬ 
ed (alike in each group), and an extra player may call 
out the numbers, as 10, 15, etc., The players having 
these numbers must run. 

Snow Man 

This game affords an opportunity for legitimate 
snowball throwing. Any number of children may 
play. Two goals some distance apart are chosen. The 
two opposite boundaries of the playground may fur¬ 
nish these goals. One child is chosen to be the snow, 
man. With a good supply of snowballs, he stations 
himself at a point halfway between the goals. All 
the other children are stationed at one of the goals. 
Then the snow man calls out, “Who's afraid of a snow 
man?” If the children hesitate at all about running, 
he calls out again, “Oh, you're afraid of the snow man! 
You're afraid!” At that all must run to the opposite 
goal and the snow man proceeds to hit as many as he 
can before they reach goal. Any who are hit must 
take a place beside the snow man and make balls. 
Those reaching goal safely without being hit, wait 


HIDE AND CHASE GAMES 119 

there until again addressed by the snow man; then 
they run again to the opposite goal, and again the 
snow man snowballs them. The last child to be hit be¬ 
tween goals becomes the snow man for the next game. 
No one hit on goal is counted out, but no one may stay 
on goal after the snow man calls the last sentence. As 
will readily be seen, this game requires a wide as well 
as a rather long running space. 

Stealing Sticks 

Divide the playground into two sections by a line 
through the center, and locate a base at the rear on 
each side. Place five sticks on each base and have the 
players line up in two teams. The object of the game 
is for each team to steal as many sticks as possible 
from the opponent's base. A player is in the enemy's 
territory as soon as he crosses this center line and may 
be touched at any time, but if he captures a stick from 
his opponent’s base without being caught he is allowed 
to return with it to his own base. If caught before he 
gets the stick, he becomes a prisoner and must remain 
on his enemy’s base. He may be freed at any time by 
one of his own team if this man succeeds in reaching 
him without being touched. He and his rescuer can 
not be touched while returning to their own base. The 
side wins which gains all the sticks, or which has the 
larger number of sticks at the end of a certain time 
and none of whose men are prisoners. 

Sweep 

In the simplest form of this game a group of chil¬ 
dren join hands, and crying “Sweep!” they sweep over 
the playground, surrounding and imprisoning as many 
victims as they can. The others try to evade them. 

The game element may be strengthened by having 


120 FOUR HUNDRED GAMES 

two teams, and letting each try to sweep up the larger 
number from a group scattered about the ground. 
This is an excellent game for a crowded playground. 

Siberian Man Hunt 

This game, given in The Boy Scouts of America, is 
doubtless familiar to Scouts. It is given here for the 
boys who do not have the benefit of a patrol. 

Any number of boys can play. All have a supply of 
snowballs. One player starts out seeking a good hid¬ 
ing place. After giving him a five or ten minute 
start, the others follow him by his tracks. As they ap¬ 
proach his hiding place, he may shoot at them with 
his snowballs. Any one of the attacking party who is 
hit must fall out “dead.” If the fugitive is hit three 
times with snowballs by the attacking party, he is 
counted “dead.” 

This game is especially good for boys in a country 
school where it can be played to advantage in the fields 
and woods near the schoolhouse. 

Wolf 

This is a novel game, possessing possibilities for in¬ 
teresting variations and much skill and cleverness. 
One player, called the wolf, hides; the other players, 
representing sheep, remain in the pen, blinding their 
eyes, giving him a certain length of time to hide. One 
of the sheep is chosen as leader. When the time is up 
they start out, first giving warning. The sheep must 
follow their leader in the search for the wolf. When 
he is found, the leader cries “Wolf!” and all make a 
dash for the goal. The wolf tries to tag the sheep 
but he must not do this until the leader has cried 
“Wolf!” He may tantalize the wolf by first calling 
other names. Any sheep caught become wolves. 


HIDE AND CHASE GAMES 


121 


If the wolf sees the sheep before they see him, he 
may start for the goal if he thinks his chances for 
reaching it are good. One sheep may act as a decoy to 
give the others a chance to get to the pen safely. 

Yards Off 

(Sheep Pen Down) 

This game is an interesting variation of the usual 
Hide and Seek. Two players are chosen, one to be the 
“stick thrower” and the other to be “it.” The other 
players are grouped around a goal. The thrower se¬ 
lects a stick and throws it as far as he can. When the 
stick touches the ground, all the players, including the 
thrower, run and hide, except “it” who must walk to 
the stick, pick it up, and bring it back to the goal. 
Then he starts out to hunt for the other players. This 
he does in the usual way, running back to the goal to 
touch for anyone whom he finds. Each one he touches 
for becomes a prisoner and must remain on the goal. 
If, on the other hand, the player spied reaches the 
goal first, he is free and out of the game. A player 
who has not been spied may run to the goal at any time 
and throw the stick again. This frees any prisoners 
on the goal and they may hide again. Then the one 
who is “it” must again walk to the stick and bring it 
back to the goal before hunting anyone else. The last 
one caught is the next spy. 

Other Hide and Chase Games 

All Run 
Animal Chase 
Ball Chase 
Baste the Bear 
Bear in the Pit 
Bird Cage 


122 


FOUR HUNDRED GAMES 


Black and White 
Bull in the Ring 
Cat and Mice 
Cat and Mouse 
Chinese Wall 
Circle Race 
Cross Tag 

Drop the Handkerchief 
Every Man in His Own Den 
Flowers and the Wind 
Gardener and Scamp 
Gingerbread Man, The 
Goal Run 
Gypsy 

Have You Seen My Sheep? 

Eve Lost My Squirrel 

Lame Goose 

Last Man 

Lost Child 

Maze Tag 

Midnight 

Nuts in May 

Old Witch 

Old Woman from the Wood 
Oysters and Clams 
Partner Tag—I 
Partner Tag—II 
Prisoner’s Base—I 
Prisoner’s Base—II 
Roly Poly 
Seat Tag 

Sleeping Beauty, The 
Snatch the Stick 
Squirrel in the Trees 
Three Deep 


HIDE AND CHASE GAMES 

Trades 
Tree Tag 
Turkey 
Whip Tag 

Widow From Barbary Land, The 
Witch, Hen, and Chickens 
Witch in the Jar 


123 


4 


SCHOOLROOM GAMES 

Many games are schoolroom games in the sense that 
they may be played indoors. These are listed at the end 
of this chapter. There are, however, certain games which 
are distinctively for the schoolroom, demanding some of 
its equipment, arrangement, or perhaps only its atmos¬ 
phere, for successful playing. Examples are, Hands Up, 
Hands Down, demanding desks or tables in front of the 
players*, Automobile Race, and Last Man, demanding 
seats in rows; and Cat and Mice, which is much less suc¬ 
cessful if anything but the teacher’s desk is used for 
refuge. 

Then, too, since in this collection we are consider¬ 
ing primarily the two environments of playground and 
schoolroom, there are listed here a number of games 
which require a hard floor surface, as Spin the Platter; 
or which require a wall, as Tailing the Donkqy, or which 
require a number of seats, as Going to Jerusalem or Wink 
’Em. Such games, of course, may be played satisfactorily 
in any room. But on the whole we have thought to pre¬ 
sent in this chapter, games which are, from the teacher’s 
point of view, exclusively schoolroom games. An advan¬ 
tage of the games so listed is that they are those which 
the children are not likely to manage by themselves, out 
side of the schoolroom, so that playing them always comes 
as a privilege and tends to make the schoolroom seem a 
more pleasant place. 

The games, it will be noticed, involve action. Many of 
the quiet games are essentially schoolroom games (and 
all may be used as such) ; and all of the special purpose 
games are probably best used in the schoolroom. 


SCHOOLROOM GAMES 125 

But the second reason for listing these games in this 
way, is no less important than the first. It is to give the 
teacher a convenient grouping of games from which she 
may choose those which give action and change, and 
pure fun in the schoolroom. 

A few of these games may not be possible in some 
rooms, because of limited space. Many, however, may be 
adapted to schoolroom use by slight changes. For in¬ 
stance, some of the circle games, as Did You Ever See a 
Lassie? may be played with the children standing by their 
seats, and the leader standing in front of the class. Or, 
circles may be formed in different corners, with a leader 
in each circle. Numbers Change, and its variations is 
almost as effective with the children sitting in their seats. 
In races, as the Traveling Bean, even-numbered rows 
may race, then odd-numbered rows, with the final compe¬ 
tition between the winning rows of both groups. 


Animal Target 

On smooth, light boards or stiff cardboard trace 
drawings of different animals. These should be from 
sixteen to twenty inches in height. Using large fig¬ 
ures, number each by tens from ten to one hundred. 
Cut these out and suspend each by a string from a 
board or stick placed horizontally about five feet from 
the floor. The children take turns throwing soft rub¬ 
ber balls at them and keep a score of the animals 
struck. The player who has the largest score at the 
end of the game is the winner. 

It is a good plan for one pupil to keep all the scores 
on the blackboard, and each player add his own score 
at the close of the game. If preferred, the animals 
may be stenciled or drawn on the blackboard and num¬ 
bered in the same way. 



126 FOUR HUNDRED GAMES 

Automobile Race 

This is an excellent game for the schoolroom. The 
members of each row choose an automobile which 
they will represent. At a given signal, each child in 
the front seat leaves his seat at the right, and runs 
forward around his seat and then to rear of his row, 
coming up the right aisle to his seat again. As soon 
as he is in his seat, the child just back of him leaves 
his seat and runs exactly the same course, and this 
continues until the last child in the row has run and 
returned to his seat. The row finishing first wins. 
If there is danger of crowding, let alternate rows 
run, then match the champions of that contest. Par¬ 
ticular care must be taken that no child runs until 
his predecessor is seated. 

Bell Man 
(Blind Bell) 

This is a fine game for a day on which the children 
are dull and lethargic. Let all but one be blindfolded. 
Give him a little bell. He goes about, letting the bell 
ring with every step. The children try to catch him. 
The one who succeeds changes places with him. 
If there are more than twenty children there may be 
two bell men. 

Bird Cage 

(Birds; Bird Catchers) 

Two corners in the front of the room are desig¬ 
nated as the birds’ nest and birds’ cage, respectively. 
The mother bird stays in the nest. Two bird catchers 
take their positions a distance from the nest. The 
other players are named by groups after different 
birds. When the teacher calls one of these groups, 


SCHOOLROOM GAMES 127 

as “sparrows/’ all of the sparrows fly to the nest. 
The bird catchers catch as many as they can, and 
place them in the cage. Any reaching the nest are 
safe. This appeals to the young children. It may 
be played out of doors, with spaces marked off, in¬ 
cluding a forest where the birds may wait. 

Blind Man’s Buff 

The old and simple game by this name provides 
merely for the blindfolding of one of the players who 
shall go about trying to catch some of the other play¬ 
ers, who move about tantalizing him and dodging him. 

A good provision is that which allows the blind man 
to call “Stand!” at which the players must stand per¬ 
fectly still, while the blind man takes three steps in 
any direction. If he is unsuccessful, they may move 
again. The other players must guard the blindfolded 
player, to prevent his injuring himself. 

Blind Child is a variation of Blind Man’s Buff. 

The Builder 

The number of seats used must be one less than the 
number of players. One child is chosen by lot for the 
Builder. He names the different materials used in 
building a schoolhouse, or some other building, calling 
out the name of a child to represent each material. 
These children form in a line behind the Builder, each 
child grasping the jacket or apron of the one in front. 
The line walks about the room or runs softly. When 
all of the materials have been used, the Builder sudden¬ 
ly calls “Crash!” and each child rushes for a seat. 
The one who fails to obtain one is the Builder in the 
next game. (Let the children guess why the building 
fell, naming the important materials not used in its 

construction. X 


128 FOUR HUNDRED GAMES 

Balls and Funnels 
(Wind Ball) 

With gas balls or little cotton-filled, crocheted balls 
(of different colors preferably), some very interesting 
hours may be spent. The younger children will be sat¬ 
isfied simply to blow or toss the balls up into the air 
and try to catch them in paper funnels which they have 
made themselves. 

The older children may be divided into teams and 
play Wind Ball. 

Each team has ten men—five holding funnels and 
five guarding the enemy and sending up balls. They 

stand as shown in the 
accompanying dia¬ 
gram. There should 
be a referee. 

Rows one and four 
hold the funnels. Row 
two try to throw their 
balls into the funnels 
held by row four, and 
row three into those 
held by the men in 
row one. The oppos¬ 
ing players throw 
their balls at the same 
time and the men in 
rows one and four try to catch these balls in the fun- 
nels and also attempt to intercept the balls of the op¬ 
posing team. All balls so intercepted go to the other 
team. 

It is a veiy exciting game and requires quick work 
on the pait of the referee. As balls are caught, they 
aie emptied out of the funnels into a basket and the 


1 2 


3 4 

X 0 


0 X 

X 0 


0 X 

X 0 


0 X 

X 0 


0 X 

X 0 


0 X 


Balls and Funnels 







SCHOOLROOM GAMES 129 

side having the most balls at the end of a certain time 
wins. 

Balls made of crumpled paper do very well for this 
game. They should be uniform in size. 

Cat and Mice 

One player is the cat, and hides by the teacher's 
desk. The teacher beckons to a group of children who 
come forward and scratch like mice on the desk. The 
cat dashes out and tries to catch the mice. Any who 
are caught are put in a “pile” in the corner. The 
teacher chooses a new group each time, and occasion¬ 
ally a new cat. 

Changing Seats 

Children sit ready to move either way. The teacher 
calls, “Change right!” and each pupil moves into the 
seat at the right. Teacher calls, “Change left!” and 
they move back. The fun comes in the quickness and 
unexpectedness of the commands. They may be, for 
instance, “Change right!” for several times, then 
“Change left!” The row at the extreme right or left, 
without seats, must run across the room and secure 
the vacant seats there. 

Crossing the Brook 

The children play that their seats are their homes, 
the aisles the streets, and the teacher’s desk is the 
school. They start out for school in the morning (one 
row at a time), walk down the street, and in the front 
of the room come to a brook, which is represented by 
lines drawn on the floor. (The banks are represented 
by chalk lines running from the front wall to the 
seats.) They must jump over this brook, and those 
who land safely on the opposite bank may go on to 
school, but those who cannot reach the bank without 


130 FOUR HUNDRED GAMES 

getting their feet wet must go home. The jumping 
should be done softly and with a little spring, both 
when starting and when landing. 

Circle Relay 

Let the room be divided into two sections, with space 
between sections. Equal numbers in equal sections aie 
necessary. At a given signal the first one in each sec¬ 
tion gets up and runs around his section—running in 
an opposite direction from his opponent. That is, in 
the right-hand section, players run to the right; in the 
left-hand section, they run to the left. Like all relays, 
the runner must return to his place and touch off the 
player who is to follow him. The side first completing 
its circle wins. 

Dog 

(Bow-Wow) 

One child sits on the floor, with his eyes blinded. 
By his side is a ball or other object. The children sit 
around him in a circle, or quietly in their seats. At a 
signal from the teacher some child steals up to the 
center and tries to take the ball without being detected. 
If he returns safely to his seat with the ball, the chil¬ 
dren clap softly and the successful child becomes dog. 
If, however, the center child detects a noise while the 
ball is being removed, he calls “Bow-Wow!” and opens 
his eyes. Then another child is sent to make the at¬ 
tempt. 

Deer Race 

All stand in a line on the farther side of the yard or 
room, and at a signal run across and touch the opposite 
wall. The winner drops out and the others race again. 
The winners of five races run together to decide which 
shall be the leader of the deer herd. 


SCHOOLROOM GAMES 


131 


Drop the Handkerchief (Indoors) 

All of the children except two are seated at their 
desks. One of these two taps the bell, the other drops 
the handkerchief. The game starts when the bell rings 
for all eyes to close. Then the one who has the hand¬ 
kerchief passes silently down the aisles and drops the 
handkerchief on some one’s desk. The bell rings; all 
eyes open; and the one on whose desk the handker¬ 
chief has been dropped jumps up and runs after the 
one who dropped the handkerchief. If the runner is 
caught, he takes a seat apart from the others until an¬ 
other is caught; if not caught, he takes his own seat. 
The bell rings again for all eyes to close, and the form¬ 
er chaser drops the handkerchief. The game then pro¬ 
ceeds as before. 

Fruit Basket 

All the players except one are seated. The extra 
player gives to each of the others the name of some 
fruit. He then stands in the center of the group or in 
front of them and calls out the names of two kinds of 
fruit. The players representing these fruits must 
change places, and the caller tries to get one of the 
seats vacated. If he succeeds, the player left without 
a seat becomes caller. Occasionally the calling player 
says “Fruit basket!” at which all must change places. 
He usually gets a place easily then. 

Going to Jerusalem 

A row of chairs is placed back to back, or alternat¬ 
ing, in the center of the room. Players stand, in read¬ 
iness to march around the chairs, of which there is 
one less than the number of players. The teacher or 
leader claps her hands as a signal to march. The 
players march until the leader claps her hands as a 


\ 2 > 2 > FOUR HUNDRED GAMES 

signal to stop, when all stop and try to find a seat. 
This is impossible, for there are not enough seats for 
all. The odd player must drop out of the game. One 
seat is removed, or disposed of in some way (in a 
schoolroom, it is possible to let the odd player remain 
in the seat) and the game goes on, one seat and one 
player being withdrawn each time. The last player is 
considered the winner. 

Where music is available, it is far better to have the 
players march to music, starting and stopping with it. 
Singing or whistling by the leader is a good substitute. 

When this game is played in the schoolroom, the 
children in alternate rows march around their own 
row of seats. The seat which is not to be occupied 
may be so designated by turning it up or by placing a 
book upon it. 


Goal Run 

(Schoolroom Tag) 

One player is chosen to be “it.” He marks off a cir¬ 
cle three feet in diameter, then takes his position about 
ten feet away from this circle, and calls the name of 
some player. That child must leave his place, run 
through the goal (circle), and return to his seat. If 
he can do this without being touched he is safe. If 
caught, he must be “it” next time. The one who is “it” 
must always run through the goal before catching the 
runner. 

Hands Up—Hands Down 

(Up, Jenkins!) 

The children sit in their seats, hands on top of desks, 
palms together. Two children are standing, one to 
place a coin, the other to find it. The placer walks up 
and down the aisles, often pretending to put the coin 
in some one’s hand. Finally he does deposit it and sig- 


SCHOOLROOM GAMES 


133 


nals the other child to that effect. The second child 
may have been blinded while the coin was being drop¬ 
ped, or the children may be willing to have him look. 
In any case, it is his task to locate the coin in a certain 
number of guesses, say three or five. His procedure 
is as follows: He calls out, “Hands Up!” All hands 
must be raised high—fists clenched. Then he calls, 
“Hands Down!” At that all hands must come down 
and be flat on the desk. It is the business of the one 
who holds the coin to move his hands in such a manner 
that the presence of the coin will not be detected. Fun 
is increased when the finger rings of some of the play¬ 
ers make a noise to mislead the guesser, but this must 
not be overdone. If he does not locate the coin in his 
allotted guesses, the coin may be dropped again, this 
time by the child who held it. If the guessing child is 
successful, he drops the coin. The player who held the 
coin then becomes the guesser, and the former placer 
takes his seat. To divide the class into two groups and 
let the guesser be from one group, the hider from the 
other, giving points for successful work, makes this 
an excellent team game. 

Hoop Quoits 

The hoops for this game are made by covering 
short pieces of reed with raffia and tying the ends of 
the reed together. Two captains choose the players 
for their respective teams. Each player has a hoop, 
and each in turn tries to throw his hoop over a door 
knob. The captain of the first team plays, then the 
captain of the second team, followed by the second 
player of the first team and the second player of the 
second team, and so on until each has had a turn. The 
team which throws the greatest number of hoops over 
the door knob wins. 


134 FOUR HUNDRED GAMES 

A variation of this permits the players of the teams 
to stand a short distance apart facing each other, each 
having a hoop and a short piece of reed. Each player 
throws his hoop to the one opposite him, who tries to 
catch it on his stick. The team which succeeds in 
catching the most hoops wins. 

I Say Stoop! 

This is one of the familiar “catch” games which 
livens up listless pupils admirably. The leader, who 
is before the class, stoops or stands, as he chooses, 
saying with each action, “I say stoop!” or “I say 
stand!” Occasionally, however, he stoops when he 
says, “I say stand!” and vice versa. The players are 
always to obey his command rather than his action. 
Anyone failing to do so is “out.” 

Last Man 

All the players but two are seated. One of the extra 
players is runner; the other, chaser. The chaser 
stands in the rear of the room, the runner in the front 
of the room. The object of the game is for the chaser 
to tag the runner. To be safe, the latter may run to 
the rear and stand behind any row of seats, calling 
out, “Last man!” Each player in that row must then 
move forward one seat, leaving the last rear seat for 
the runner. The player in the front seat is thus left 
without a seat and becomes runner. If a runner is 
tagged, he becomes “it,” and the player who was “it” 
becomes runner. 

Memory Run 

Let a child run quickly and touch any object in the 
room, naming it as he touches it, and then pass to his 
seat. Call a second one and have him touch and name 
the same object the first child did, then touch and name 


SCHOOLROOM GAMES 


135 


another and be seated. A third child touches and 
names in order these two objects and adds another to 
the list, and so on, each child touching and naming in 
order all the objects that have been chosen, each time 
adding one new one to the list. Often a bright pupil 
will remember and name in order twenty-five objects. 
These may be in any part of the room. The game 
should be played quickly so as to allow very little time 
for thinking while on the way. 

Pass the Clothespins 

Two captains are selected who choose sides. The 
players stand in two lines facing each other. The cap¬ 
tain of each side has a double handful of clothespins. 
On signal he puts all of them on the floor in front of 
the player next to him. This one in turn must pick 
them up and place them on the floor in front of the one 
next below him. Each player must have all the clothes¬ 
pins in his hands before he can lay them down. If he 
drops any, he must pick them up before placing any in 
front of his neighbor. The side that can first pass the 
clothespins down its line and back to its leader wins. 

Peanut Race 

On a rainy day when an outdoor recess is out of the 
question much enjoyment may be found in a peanut 
race. All the materials needed for this recreation are 
a quantity of peanuts in the shell or some ordinary 
hard beans, and as many table knives or spatulas as 
there are contestants in the race. From ten to twenty 
peanuts are counted out for each player, according to 
the length of time allotted to the game. These are 
placed on a long recitation seat at one side of the room, 
groups to be at least one foot apart. Each child is then 
given a knife or spatula, and when all are ready the 


136 FOUR HUNDRED GAMES 

signal to begin is given.' The object of the game is to 
carry all the peanuts from the recitation seat across 
the room on the knife blade, and deposit them in a con¬ 
venient place at the other side of the room. If the pea¬ 
nut falls from the knife blade, it must not be touched 
by the fingers but may be picked up only by the use of 
the knife. The contestant who succeeds in carrying 
all his peanuts across the room first is the winner. 

Placing the Ball 

The articles required are a waste basket and a tennis 
ball. The game may be played by boys versus girls or 
each aisle scoring. Select a captain to keep the score 
upon the blackboard; also a child to return the ball. 

Place the basket upon a chair in the front of the 
room. Mark a line with crayon on the floor at least 
five yards from the basket. Have each child stand 
upon this line and try to throw the ball into the basket. 
Allow every one three trials, with an additional trial 
for every ball thrown into the receptacle. Each ball 
successfully placed scores one. After all have played, 
the captain announces the winning side or aisle. 

Railroad Train 

Each child is named for some part of a train, as 
engine cab, baggage-car, mail-car, and the like. The 
teacher, or a child chosen as leader, tells a story 
bringing in the names of the various parts. As each 
part is mentioned, the child bearing that name runs up 
and takes his place. The players stand one behind the 
other, each placing his hands on the shoulders of the 
one in front of him. When all are in line, the story¬ 
teller acts as starter or conductor, and gives the signal 
to go. He may also call off the stations as the train 
goes around the room. 


SCHOOLROOM GAMES 137 

Correlation: This is excellent for correlation with 
reading or number work. Words or number combina¬ 
tions are placed on the board. In this case the starter 
calls on children to name the word or combination, and 
each one who does it successfully joins the train. 

Seat Tag 
(Hustle) 

This is an interesting schoolroom form of Three 
Deep. One child is “it,” another is the runner, who 
is chased about the room. The other players are seat¬ 
ed. The runner may sit down with some other pupil, 
and that pupil then becomes “it,” and must chase the 
one who was “it.” If “it” tags the runner, the posi¬ 
tions are reversed, the runner becoming “it.” 

Shouting Proverbs 

One child is sent from the room. While he is out, 
the other children choose a proverb. To each child is 
assigned one word of the proverb. When the outside 
player comes in, the leader gives the signal, and all 
shout simultaneously, each saying the word of the 
proverb assigned to him. The guessing child tries to 
ascertain what the proverb is. 

Spinning the Platter 

This familiar game is excellent for livening up a 
party or for getting quick action from a group of 
people. 

All the players are numbered and seated in a circle 
except one, who stands in the center and spins a tin 
pan or plate. While it is spinning he calls a number, 
and the one whose number is called tries to catch the 
plate before it stops spinning and falls to the floor. If 


138 


FOUR HUNDRED GAMES 


he is successful, he becomes the spinner and the former 
spinner takes his place in the circle. If he fails to 
catch the plate, he returns to his place and must pay a 
forfeit. In that case the first spinner spins the plate 
again, calling another number. 

Square Relay 

The children are divided into two teams and lined 
up on opposite sides of the room, one team facing the 
back, the other facing the front of the room. Each 
leader has a cap, or handkerchief, or some token in his 
hand. At a given signal each starts running to the 
left, runs around the room, returns to his place and 
hands the token to the player next in line. That play¬ 
er then takes the same course, and so on. The game 
is won by the side whose last runner first covers the 
course. Or, score may be kept, the side scoring whose 
individual runner finishes first. Double points may 
be allowed whenever a runner catches or passes a 
runner on the other team. 

Suspense 

Players gather in a circle or in any convenient for¬ 
mation. They may sit in their seats. A goal some 
fifteen to twenty feet distant is decided upon, as is also 
some specific action, such as clapping the hands, touch¬ 
ing toes, or the like. The teacher, or a selected player, 
begins to tell a story. When the story-teller mentions 
the .word “however” each one must run to the goal and 
perform the given action three times. Any player fail¬ 
ing to perform the action must drop out of the game 
or pay a forfeit. The last one to return from the goal 
is the story-teller for the next time. Much depends on 
the ability of the story-teller. 


SCHOOLROOM GAMES 139 

Squirrel and Nut 

One child is the squirrel and holds a nut in his hand. 
The other children sit at their seats, with heads low¬ 
ered on desks or eyes shut. Each has one hand cupped 
on his desk. The squirrel runs quietly about the room, 
finally dropping the nut into one of the hands. That 
player jumps up and chases the squirrel back to his 
seat (nest). If the squirrel reaches the nest, he is 
safe, and he then drops the nut again. If he is caught, 
the other player becomes the squirrel. 

Tag the Wall Relay 

An equal number of players sit in each of the com¬ 
peting rows. At a given signal the first one in each 
row runs and tags the front wall. As soon as he has 
left his seat the remaining pupils move forward one 
seat. He then runs back to the last seat in his row. 
When he is seated, the player who now occupies the 
front seat runs to the wall in the same manner. The 
rows move forward again, the runner returns to the 
back seat, and the race continues. The row wins 
whose last runner first returns to his original seat. 

Traveling Game 

The Traveling Game is great fun. “Go by train 
to Mary Brown’s house,” says the teacher, calling a 
name from her cards. If the journey is successful, 
Mary Brown rises and the traveler takes her seat. 
Mary makes the next trip, going by boat to Johnny 
Long’s house. Johnny goes by aeroplane to Betty 
Green’s house, and so the game proceeds, until all have 
had a chance to take a trip. Vary the game, letting the 
children walk, run, hop, skip, fly, etc., upon their 
journeys. 


140 FOUR HUNDRED GAMES 

Thus Says the Grand Mufti 

One player is chosen to be the “Grand Mufti.” He 
stands in front of the other players and goes through 
any movement he may wish, such as stretching his 
arms over his head, saluting, imitating the galloping 
of a horse, etc. As he makes each motion he says, 
“Thus says the Grand Mufti,” or “So says the Grand 
Mufti.” When he says, “Thus says the Grand Mufti,” 
all must imitate, but should he say, “So says the 
Grand Mufti,” all should remain still. Any one who 
makes a mistake is out of the game. The last one to 
stay in wins, and is the “Grand Mufti” for the next 
game. 

Tailing the Donkey 

This game is enjoyed by children and adults. A 
large cut-out drawing of a tailless donkey cut from 
cardboard is hung on the wall or portiere. Each 
player is given a tail and a pin, and, in his turn, is 
blindfolded, whirled about three times, and started in 
the direction of the donkey. Using one hand only, he 
attempts to pin the donkey’s tail in its proper place. 
He must not touch the wall except to fasten the tail. 
Each tail is numbered, and each player remembers his 
number. The player wins who has pinned the tail on 
the donkey nearest the proper place. 

Seasonable pictures may be chosen, as a pumpkin 
with a stem to be pinned on, etc. 

Whip Tag 

For this game a beetle (a small sack about eighteen 
inches long and five inches wide, filled with cotton) or 
a knotted towel is needed. The players sit in their 
seats with heads bowed on their desks and their right 
hands extended toward the aisle. One child holding a 


SCHOOLROOM GAMES 


141 


beetle in his hand runs very lightly up and down the 
aisles and drops the beetle into the hand of one of the 
players. This player then chases the first child around 
the room to his seat, beating him whenever opportun¬ 
ity affords a chance. The first child runs to escape the 
buffeting, and if he succeeds in reaching his seat with¬ 
out being hit he may drop the beetle again. Otherwise, 
the one who holds the beetle runs and drops it into 
some other child’s hand, and thus the game continues. 

Who Is Your Neighbor? 

Who Is Your Neighbor? is a good game for the 
first week of school, when teacher and pupils are get¬ 
ting acquainted with each other. Before playing the 
game, the teacher calls the roll. Each child rises as 
his name is called, stands in the aisle, and then takes 
his seat again. He tries to do this as quietly as possi¬ 
ble. To little children this is a game in itself. When 
the roll has been called, the real game begins. The 
teacher calls a name from the pack of name cards 
which she holds. “Who is your right-hand neighbor?” 
she asks. If the child answers correctly he folds his 
arms, and the neighbor who has been named takes the 
same question. And so the question goes across the 
room unless some one fails, in which case the teacher 
calls another name from her pack. She must also 
change the question at times, using “left-hand,” “in 
front,” or “behind,” as the occasion may require. 

This game may be used to great advantage at social 
gatherings where people are not acquainted with each 
other. Each may be required to state some fact about 
his neighbor, as his occupation, favorite color, number 
or make of his automobile, etc. He must have learned 
these facts, of course, by previous conversation with 
his neighbor. 


142 FOUR HUNDRED GAME3 

Wink ’Em 

Half the players sit in chairs and are guarded by 
the other half, one guard standing behind each chair. 
There must be one extra player, who guards a vacant 
chair. The players may sit in a large circle, or in rows 
opposite each other, about ten feet apart. In a school¬ 
room they must sit in the seats, facing each other. 

The extra guard winks at one of the players sitting 
in the circle. This player tries to elude his guard and 
take the vacant chair. If the guard touches him, he 
may not move. If he does get away, his guard must 
wink at another player in an endeavor to get some one 
in his chair. The guard may not keep his hands on his 
prisoner. Guards and sitters must be vigilant and 
quick, moving constantly, the one trying to keep his 
chair occupied, the other trying to move about. 

Other Games That May be Played in the Schoolroom 

All Forfeit and Stunts 

All Bean Bag Games 

All Quiet Games 

All Special Purpose Games 

All Run 

Ball Hustle 

Ball Passing Relay 

Ball Puss 

Ball Tag 

Baste the Bear 

Blind Child 

Blindfold Swatting 

Blind Man’s Biff 

Blind Target 

Buying Chickens 

Can and Swatter Boxing 

Center Base 


SCHOOLROOM GAMES 

Charlie Over the Water 
Circle Ball 

Circle Blind Man’s Buff 
Circle Chariot Race 
Circle Club Guard 
Circle Crisscross 
Circle Race 
Circle Spinning 
Circle Straddle 
Club Bowl 
Crisscross Ball 
Dead Ball 

Did You Ever See a Lassie? 
Dog Fight 
Double Swatter 
Exchange Relay 
Farmer in the Dell 
Farmer is Coming, The 
Gardener and Scamp 
Gingerbread Man, The 
Going to the Fair 
Hand Wrestling 
Have You Seen My Sheep? 
Heave Ahoy 
Hello, Mike! 

Hide the Ball 

Hopping Chief 

Hopping Relay 

How D’ye Do, My Partner? 

In and Out 

Indian Club Rela> 

Indian Wrestle 
Jolly is the Miller 
Jump the Shot 
Line Ball 


143 


144 


FOUR HUNDRED GAMES 


Looby Loo 

Maze Tag 

Muffin Man, The 

Mulberry Bush, The 

Nixie Polka 

Numbers Change 

Oats, Peas, Beans, and Barley 

Old Witch 

Old Woman from the Wood 

Over and Under 

Pass Ball 

Pinch-o 

Pursuit Relay 

Ring Call Ball 

Rope Swatting 

Rooster Fight 

Run and Throw Relay 

Ruth and Jacob 

Skinning the Snake 

Sleeping Beauty, The 

Slipper Slap 

Snake in the Grass 

Snatch the Handkerchief 

Spoon Game 

Stick and Toe Wrestle 

Stick Wrestle 

Teacher Ball 

Toe Wrestling 

Touch Ball 

Traveling Bean 

Turkey 

When I was a Shoemaker 
Widow from Barbary Land, The 
Wind up the Faggot 
Witch in the Jar 


SPECIAL PURPOSE GAMES 

The ultimate aim of games is the better and fuller de¬ 
velopment of the child. The immediate aim of the true 
game, however, is to give pleasure, and if any other aim 
is placed first, the game, as a game, vanishes. This 
means, then, that we cannot unduly emphasize any other 
object or aim in our games, however desirable that object 
may be. But there are games, real games, which can be 
adapted to the teaching of certain subjects, without any 
loss of the game element. These specialized games we 
have grouped according to the subjects with which they 
deal. Many refuse to call anything a game which has any 
suggestion of special purpose. It is a fact, however, that 
children themselves like these games—often as well as 
any other kind. Many of the best quiet games are a nat¬ 
ural development of such games as these. 

We have tried rigidly to exclude mere drills and devices 
from this collection, and it is felt that the teacher will 
find this section particularly valuable. One word of cau¬ 
tion is perhaps necessary. Do not overdo, or force these 
games. Emphasize the game element, even to the extent, 
where necessary, of neglecting the “special purpose.” 


Arithmetic 

Baseball Multiplication 

For this game cards about four by six inches are 
needed. Upon these should be written the tables from 
the twos to the twelves, one card reading 12 x 2, an¬ 
other 9x6, and so on. The diagram for bases is the 



146 FOUR HUNDRED GAMES 

same as that used on a real baseball diamond. The 
“pitcher” from one “team” shuffles the cards and 
reads a card. The “batter” from the opposing side, 
who stands on the home plate, must quickly give the 
correct answer. If he fails to do so, he must take his 
seat, and that counts as one “out” for his team. 

If three batters make an out, the side is out, and the 
next team takes its turn. However, if the batter 
answers correctly three times in succession, he takes 
first base and another follows. If three are already 
on bases and a fourth makes his base, the one on third 
base takes his seat, making one score for the team. 
The teacher acts as scorekeeper and umpire. As 
many innings may be played as she wishes to allow 
time for. 

Blackboard Contest 

The teacher sends three pupils to the board and dic¬ 
tates a problem. The pupil who first gets the correct 
result returns to his seat; another pupil takes his place 
and the game is repeated. As no pupil takes his seat 
until he has won over two other pupils, additional drill 
is given to those who need it, something the ordinary 
“ciphering down” does not do, and at the same time 
nothing is taken from the “glory” of the brighter pupil 
whose aim is to be seated as soon as possible. When 
the pupils gain a little confidence in their ability, four 
or five may be sent to the bbard at once. 

Blackboard Relay 

Let there be an even number of children in each row. 
At a given signal the first child in each row runs to the 
blackboard and writes a figure or number. He runs 
back and touches off the next child in his row, who 
races up and places another figure. Each child does 
this except the last child in each row, who adds the 


SPECIAL PURPOSE GAMES 147 

column or line of figures. The row first finishing, with 
answer correct, wins. 

Variations: 

1. Examples in subtraction, division or multiplica¬ 
tion may be given in the same way, every third child 
working the example. 

2. The teacher may place on the board, or dictate, 
an example or problem for each relay. In this case the 
row which has the greatest number of correct answers 
wins. 

Neatness must be required in this game. A system 
of scoring, giving credits for accuracy, speed, and 
neatness, is sometimes desirable. 

Buzz 

The players sit in a circle or in any fairly regular 
formation. One of the players begins by saying 
“One”; the next follows with “Two”; and so on around 
the group. But when the number “seven” is reached, 
or any number containing seven, or any multiple of 
seven, it must not be given. Instead, the player whose 
turn it is, says “Buzz.” Thus “Buzz” would be substi¬ 
tuted at fourteen, twenty-seven, twenty-eight, thirty- 
five, thirty-seven, forty-two, and so on. Seventy-one 
is buzz-one, seventy-two is buzz-two, seventy-seven 
is buzz-buzz. Anyone who makes a mistake drops out 
of the game, and the one remaining longest in the cir¬ 
cle wins. 

Combination “Books” 

To make the cards for this game cut cardboard into 
pieces of regular card size. Stamp or print on each 
piece one number which, when added to one or two 
other numbers, will equal ten. There will be thirty- 
seven cards in all. Later, if desir'ed, other combina¬ 
tions may be used. 


148 


FOUR HUNDRED GAMES 


Deal ten cards to each player. Lay the remainder 
of the cards face downward on the center of the table. 
Take the top card of this pile and place face upward 
by the pile. The player at the left of the dealer draws 
one card from either pile. If he then holds two or 
three cards whose sum is ten, he has a “book,” and lays 
it face upward on the table before him. He now dis¬ 
cards one card from his hand onto the pile which is 
face upward in the center of the table. The player at 
the first player’s left then plays in the same way. 
When one player has played all the cards in his hand, 
the game is finished. The player holding the largest 
number of books is winner. 

“Hickory, Dickory, Dock” 

On the blackboard draw a large circle. Mark this 
off into sections by drawing lines through it radiating 
from the center. In each section and in the center 
write a number. 

One child takes a pointer and, standing before the 
blackboard with eyes closed, says, 

“Hickory, dickory, dock, 

The mouse ran up the clock, 

The clock struck—” 

At this the pointer is placed against the board and the 
number it strikes nearest is named. Then the product 
of this number and the table number at the center of 
the circle is given. 

If desired, the class may choose sides and a score be 
kept. The side which has the largest number of cor¬ 
rect answers wins. 

Multiplication Toss Ball 

On the blackboard the teacher writes the numbers 
through 9 in a circle. In the center of the circle she 


SPECIAL PURPOSE GAMES 


149 


writes the multiplier, say 6. One of the pupils throws 
a soft rubber ball at the circle, saying, “6 times—” 
and if the ball strikes 8, finishes by saying, “8 equals 
48.” He continues to throw the ball until he fails to 
hit a number. Then the next pupil takes the ball and 
throws. This is continued until all the class have 
played. 

Multiplication Football 

On the blackboard is a drawing representing the 
regular football field, which is one hundred yards long 
and marked off at ten yard intervals. The spaces rep¬ 
resenting ten yards are numbered 1, 2, 3, etc. To drill 
on the multiplication tables the teacher gives a child 
a pointer and tells him to carry his ball down the field 
for a touchdown. He points to 1 and says, “1 x 4—4; 
2 x 4—8,” etc. If he reaches the goal without a mis¬ 
take, he makes a touchdown, which counts six. 

Each pupil is given a chance with the different 
tables and then all figure their scores from the record 
of touchdowns they have made. This may also be 
played as a team game, the team which has the largest 
number of points being winner. 

t 

Number Guessing 

This game may be used in addition and subtraction 
and may be varied for drill in multiplication and divi¬ 
sion. The method of using it in addition is given here. 

A child comes forward and says, “I am thinking of 
a number in the 2’s.” (Or 3’s, 4’s, etc., as he chooses.) 

Some player asks, “Is it 2 and 8?” 

“No, it is not 10,” he replies. 

“Is it 2 and 5?” another asks. 

“Yes, it is 7.” 

Then the one who guessed the number has the privi¬ 
lege of giving a number to be guessed. 



150 FOUR HUNDRED GAMES 

Number Toss 

The players form a circle in the front part of the 
room. Each child is given a number, such as 17, 16, 
etc. One child is chosen “it” and takes his place in the 
center of the ring with a large rubber ball, basket ball, 
or bean bag. He tosses the ball up into the air, saying, 
“8 and 8,” “6 and 9,” or any other combination, and 
the child whose number is the answer must catch it, 
at the same time saying, “8 and 8 are 16,” etc. If he 
fails to do so, he must be “it” and the former “it” takes 
his place. 

Progressive Drill 

The children sit in their seats. The teacher asks 
some child to rise and name a number combination, as 
5 and 1. The first child behind him stands, gives the 
answer, and names another number to be added to it; 
as 6 plus 2. The child who sits behind him says “8,” 
and gives another number to be added to 8. Thus the 
game is continued. 

In a first or second grade class subtraction should 
be used with addition, in order to keep the amounts 
small. The child should always precede the number he 
gives by the name of the process to be used by the next 
pupil; as 6 minus 2, 6 plus 5. If a pupil fails, he sits 
down; if he gives the correct answer, he remains 
standing until he has given the next example. 

Shell Guess 

This game is best played with very small sea shells, 
but beans, buttons, pegs, or any small object may be 
used. Each child is given ten shells. If more than ten 
children are to play the game, it is better to have them 
play at their seats. If the teacher plays, the game 
should begin with her. She counts into her left hand 


SPECIAL PURPOSE GAMES 


151 


any number of shells, keeping the remainder carefully 
hidden in her right hand. Extending her left hand, 
closed, to the child at her left, she says, “How many 
shells have I in this hand?” The child guesses the 
number, and if he guesses correctly, the teacher must 
give him all the shells she holds in her left hand. If 
he guesses either more or less than the number she 
holds, he must give her the difference from the shells 
in his own hand. The teacher simply opens her hand 
and shows how many shells she has; the child must 
do the necessary addition or subtraction. 

When his transaction with the teacher is over, it is 
his turn to play the game with his left-hand neighbor. 
And so the game goes on, until the allotted time is up, 
or until more than half of the players have lost all their 
shells. In either case, the one who holds the greatest 
number of shells wins the game. 

A few simple rules make the game more exciting. 
For instance, if a child makes a mistake in addition or 
subtraction he forfeits one shell (returns it to the 
box). If he guesses the number correctly three times 
in succession, each one of the players must give him 
one shell. If there is time to play more than one 
game, the one who wins the first game begins the sec¬ 
ond. At the close of the first game all change seats, 
the winner having first choice. 

Spinning the Pan 

This game is played like Spin the Platter. One 
pupil in the class spins the pan, at the same time giv¬ 
ing some group of number combinations, such as “Two 
and what number make eight?” indicating another 
pupil to give the answer. The child called upon must 
give the correct answer and catch the pan before it 
stops spinning. 


152 FOUR HUNDRED GAMES 

Train Game 

Place from ten to fifteen simple examples on the 
board. Above the first problem have a square drawn 
to represent the station or depot of the place from 
which the players are to start; for example, St. Louis. 
As soon as a child begins adding he is on the moving 
train, which will not stop until it gets to the next 
station, unless there is an “accident.” If a pupil misses 
one of the problems, then there is an accident, and he 
has to be put off the train. The other pupils are called 
the “working crew,” who help to mend things by work¬ 
ing the problem correctly and allowing the train to 
move on with its passenger. If one pupil causes two 
accidents before the train gets to the next station, he 
is not allowed to ride alone, but must have one of the 
“crew” go with him to help him. 

Other Arithmetic Games 

Cross Questions. 

Railroad Train. 

Drawing 

Artists’ Relay 

Let two pupils go to the blackboard and, holding 
something up to prevent the school from seeing, draw 
the head of some animal, as a goose, hen, horse, pig, 
or a cat, extending the neck below the cover. Then 
call up two other children to draw the bodies, without 
seeing the heads above. Some very queer creatures 
are produced that call forth shouts of laughter. 

At first thought it may seem that it is a bit far¬ 
fetched to call this correlation with drawing. But it 
is a fact that it will make the children more observ¬ 
ing, more keen to pick up ideas of manipulating the 


SPECIAL PURPOSE GAMES 153 

crayon, more interested in the work with crayon or 
pencil—and whatever does these things helps to get 
better results from any class. 

Sculptor 

In another version of Statues (see page 28) the 
judge is also the “sculptor” and he arranges the chil¬ 
dren to represent various pictures and statues. Then, 
while he counts ten, the children dance around in a 
circle, and when he stops, they dispose themselves in 
the positions which he gave them. The best one is re¬ 
warded by being sculptor next time. This is good for 
correlation with picture study. 

Geography 

Circus 

Prepare cut-out or stenciled pictures of various ani¬ 
mals a few days before the circus. Give to each child 
an animal. At the time of the circus each child is ex¬ 
pected to appear with his animal, and to give as com¬ 
plete a description as possible of the appearance, 
habits, haunts, use (or harm), and any special char¬ 
acteristics of the animal. Then the child gives a “per¬ 
formance” with his animal; he may do it in panto- 
mine, or he may enlist other children to act the parts. 
He will, of course, choose characteristic performances, 
as trick dogs, jumping through hoops; putting his 
head in the mouth of the lion; and the like. 

Follow 

In one form or another this game is very popular. 
The idea is that each player follow the suggestion 
of the player preceding him. 

In one variation, the first player spells a word. The 


154 FOUR HUNDRED GAMES 

second player must spell a word which begins with the 
last letter of the word spelled by the first player. 

In a second variation, the first player gives a quota¬ 
tion; the next player follows with a quotation that is 
based on either the last word or an important word in 
the preceding quotation. 

Another variation is to follow with poetry. Lines 
of poetry are used instead of quotations. 

In another form facts are used. The first player 
gives a fact; the next gives a fact containing the last 
word of the preceding statement, or beginning with an 
important word of it. 

In each of these games, each player is allowed three 
“passes,” when he cannot readily supply the required 
word or sentence. When three passes are used, he 
must drop out of the game. There is opportunity for 
sides and scoring. 

The game is valuable in that it gives skill in finding 
and making use of allusions. 

Geography “Fruit Basket” 

Each pupil takes the name of a state. The leader 
calls a name three times; as “Iowa, Iowa, Iowa.” If 
the pupil called fails to respond with some fact about 
his state before the leader has finished speaking, he 
must take the leader’s place. Occasionally the leader 
gives some fact about the whole United States and 
everyone changes places, the leader securing a place 
in the general scramble. This game is an excellent at¬ 
tention drill, aside from its educational value, and 
may be used for noted people in history, also. 

Jig-Saw Maps 

Have maps pasted on stiff manila paper or on light 
cardboard, and cut up into small irregular pieces. 


SPECIAL PURPOSE GAMES 


155 


Children of all grades find pleasure in reconstructing 
the maps. For young children the pieces should be 
larger than for the older ones. 

Merchant 

One player pretends he is a merchant. He imitates 
as well as he can the distinctive racial or commer¬ 
cial characteristics of the type of merchant that he 
professes to be, and makes his ^selling” as real as pos¬ 
sible without mentioning the name of the object he is 
selling. He may tell how it tastes; if a garment, how 
it will look upon the purchaser, the benefits it will 
bring, and the like. The other players guess whom the 
man represents and what his wares are. Then an¬ 
other player acts as merchant. 

My Ship’s Arrived 

“My ship’s arrived.” “Where is it from?” 
“Guess.” “What is it loaded with?” “Rubber.” 
“Para? Singapore?” etc. 

The leader decides on his port and names his com¬ 
modity. The class guesses his port. The one who 
guesses correctly becomes leader. If a person guesses 
correctly the second time before all his classmates have 
led, he may select some one to take his place. 

Proper Places 

The procedure in this game is the same as in “Bird, 
Beast or Fish,” except that in this the cry is chang¬ 
ed to conform to the subject chosen. In geography it 
may be—“Mountain, river, city!” the one hit being 
obliged to name one of these before the thrower counts 
ten. In history, the call may be, “Person, time, 
place!”; in language, “Noun, adverb, adjective”; and 


156 


FOUR HUNDRED GAMES 


in nature study, flowers—“Annual, perennial, bien¬ 
nial^; and many others. 

In geography and history, specialization makes the 
game more valuable, as for instance, in geography, 
limiting names to mountains, rivers, cities of one 
country; and in history, to person, time, place, of one 
period. 

What Is My Country? 

One pupil who is leader chooses another who is to 
leave the room. The leader writes on the board the 
name of some country, or asks another child to do so, 
and promptly erases it. The absentee is called in. 
The pupils pretend that the country chosen is theirs 
and volunteer interesting facts about it until the child 
who was absent determines what country was chosen. 
The leader has charge of the recitation. The pupil 
who was outside now becomes leader and the game 
continues. 

Names of states in the Union may be used instead of 
names of foreign countries. 

Other Geography Games 
The Builder 
Cross Questions 
Classifications 
Fire, Water, Air, Land 
Initials 

Jig-Saw Games 
Lists 

Two-Minute Conversations 

History 

Events and Dates 

This game is played with cards made by the teacher. 
On a card write some important event and on another 


SPECIAL PURPOSE GAMES 157 

the corresponding date. It is well to have two colors 
of cards, that they may be easily separated. 

Any number can play, the cards being dealt out 
equally among the players. The one next the dealer 
on the left leads some card, say a date, and the one 
having the corresponding event can take the card. If 
a player lays a wrong card he loses it, and the one 
having the card corresponding to it may take it up. 
In case no one matches the first card played, the one 
who played it may call for the corresponding event, if 
he knows it, and take the trick. If he does not know 
it, both his card and the one corresponding to it are 
thrown into the discard. 

The player who takes a “trick” is the one to lead 
next, and so on, until the cards are played out. The 
one having the most tricks at the end of the game is 
the winner. Different sets of cards should be prepar¬ 
ed for different periods of history. 

Historical Stage Coach 

This game is played somewhat like the old game of 
Stage Coach. The pupils are given names of historical 
places and characters. The teacher or one of the pu¬ 
pils tells the story without giving the names, and each 
pupil announces his name as it fits into the story; as, 
“I went traveling and met the man who discovered 
America,”—the pupil who is named Columbus rises, 
says, “Christopher Columbus,” whirls around and sits. 
“I went to the town where he was born,” and the child 
named Genoa follows the example of Columbus, and 
so on. 

Quiz 

Captains are chosen and teams line up facing each 
other. An extra person calls out the name of some 
historical or prominent character. The captain of one 


158 FOUR HUNDRED GAMES 

team (turns are previously decided) immediately asks 
a question of the other team, regarding the person 
named. If it is answered satisfactorily, the answer¬ 
ing team scores, and its captain asks the next ques¬ 
tion. Five questions are asked about each character. 
If the team cannot answer a question, the first side 
scores. The captain must be able to answer his own 
question in every case. If he cannot, it is considered 
a foul. This game will develop the practice of formu¬ 
lating questions about people studied, and this is a 
most desirable habit. 

Who Is It? 

This game may use heroes of ancient, medieval or 
modern times. The leader thinks of a noted man. 
Members of the class ask questions, answered by yes 
or no, until some one determines who the man is. The 
pupil who guesses becomes leader. Good questions to 
begin with are: (a) Is he still living? (b) Was he a 
king? A soldier? A statesman? etc. (c) Did he live 
in ancient times? Middle Ages? Modern times? etc. 

Why I Came to America 

The class pretend to be a number of men spending 
the night at a tavern. Let each tell how he happened 
to come to America. The Cavalier, the Puritan, the 
fur trader, the bond-servant, the kidnapped man, and 
other types of early colonists may be represented. The 
class may question the narrator. 

Other History Games 

Celebrated Partners 
Classifications 
Cross Questions 
Famous Men 


SPECIAL PURPOSE GAMES 


159 


Initials 

Jig-Saw Games 
Lists 

Masquerade 

Proper Places 

Two Minute Conversations 

Language 

Adverbs and Adjectives 

Adverbs or adjectives may be selected by the class, 
w r ith the guessing player out of the room. When he 
returns, he guesses the word by the use of questions, 
as in How Do You Like It or Kingdom Game, or simi¬ 
lar games. 

Composition Relay 

This game is well known. Besides furnishing an 
exercise in. grammatical construction, capitals, and 
punctuation, it is a good drill in spelling and penman¬ 
ship. 

Each row of players forms a team. The last player 
in each row at a given signal runs forward, w T rites 
the first word of a sentence on the blackboard, runs to 
his seat, and hands the chalk to the next player, who 
writes the next word. The last player writes a word 
to complete the sentence and adds the necessary punc¬ 
tuation. The points are usually scored as follows: 
Speed 25 points, grammatical construction 25, spelling 
25, and writing 25. If played during the grammar 
drill period the score should be: Speed 50, analysis 
50. No badly written sentences should be considered. 

Consonant Guess 

For this game cards made of oak tag nine by twelve 
inches are required, each ruled into six spaces. Each 
tag gives drill on one consonant, words beginning with 


160 FOUR HUNDRED GAMES 

the letter being placed in the spaces. The game cannot 
be played until a number of words are known. Then 
tags are added as new consonants are mastered. The 
first child chooses a word from one of the tags he holds 
and tells the consonant with which it begins. The 
others guess, and the correct guesser is given a credit 
mark. At first it is best to have the word columns 
on the blackboard, as well as on the cards. 

Continued Stories 

The players are numbered consecutively. The first 
player begins a story, making it as elaborate, or funny, 
or weird as he likes. When he stops, the second takes 
it up. He is followed by the third, and so on. The 
last one must finish the story, no matter where it is 
when he takes it up. 

Younger children enjoy this very much. Subjects 
may well be chosen for them. 

Description 

A player comes to the front of the room and having 
decided to represent a certain animal or bird, de¬ 
scribes it in a few sentences which do not definitely re¬ 
veal its identity. The other players ask questions, be¬ 
ginning with “Have you” or “Are you,” which he must 
answer in complete statements, as “No, I haven’t long 
ears,” “No, I am not a fox,” etc., until a player guesses 
the right name. 


Grammar Baseball 

The class is divided into teams and a captain is 
elected for each team. If the class is large, it is better 
to divide it into major and minor leagues. When pre¬ 
paring for these games, use short tests and other de¬ 
vices to see that teams of approximately equal ability 


SPECIAL PURPOSE GAMES 


161 


are matched against each other. Sometimes select 
the set of sentences to be used and at other times 
merely suggest the type to be drilled on. 

The captain of, let us say, the “Giants,” writes a 
sentence on the blackboard. The “Yankee” leader 
designates his first player “to step to the plate” to 
analyze the sentence. If the player up to bat succeeds 
in giving a complete analysis, in the accepted form, he 
makes a home run. 

If one of his statements is wrong, any player on the 
opposing team may stand and make the correction, 
thus putting one man out. An inning, of course, lasts 
until three men are out on each team. The number of 
innings may be decided by the length of the drill period 
or by various other factors as the game may be con¬ 
tinued from day to day. 

Hold the Fort 

This militaristic game is liked by the crafty sharp¬ 
shooters as well as by the valiant defense. It is a very 
useful drill in parsing. 

A section of blackboard, on which the teacher writes 
the sentence, represents the fortress. A player volun¬ 
teers to act as the defense, or a group of players act as 
a garrison. The other members of the class, in turn 
or when called on, bombard the fort with questions 
about the sentence, as “What kind of sentence is it?” 
“What is the predicate verb?” “How is him used?” 
The defense holds the fort as long as he can answer 
the questions correctly and surrenders to the first 
player that asks him a question he fails to answer, pro¬ 
vided, of course, that it is a legitimate question and 
that the questioner can answer it himself. 

If the defense consists of more than one pupil, a. 


162 FOUR HUNDRED GAMES 

squad of any given number may advance and fire their 
questions in relay. 


I’ll Match You 

This game is adapted to seventh or eighth grades. 
Let us suppose that the drill is to be on compound sen¬ 
tences. Divide the class into two equal sections. The 
first player makes a statement which may stand as an 
independent clause. His opponent matches it with 
another independent clause connected in thought with 
the first. Example: 

(1) The day was stormy 

(2) but I came to school, anyway. 

If the opponent had offered a subordinate clause, as 
“When John started for school,” or if he had been un¬ 
wary enough to give only a phrase, as “on Washington’s 
birthday,” the first player would not have accepted it 
and would have had to explain his opponent’s error. 
He would then have repeated his clause to the next op¬ 
ponent in line until he was correctly matched. 

When studying complex sentences, the first contest 
might be to match the independent clause with a sub¬ 
ordinate clause used adverbially. After one or more 
“rounds” or, rather, when virtually all of the class un¬ 
derstand this phase of the work, make the subordinate 
clause modify adjectively. Prepositional phrases may 
also be drilled on in the same way. 

The score can be counted as the number of points 
made in one round or in a given length of time. 

Imaginary Walks 

Primary pupils enjoy this game. Play that a walk 
in the woods is being taken. One child at a time “runs 
from the path to see somebody” (runs into the ante¬ 
room) . He returns immediately and is asked, “Whom 


SPECIAL PURPOSE GAMES 


163 


did you see?” He replies, according to fancy, as “I 
saw Middle-sized Bear drinking in the hollow. He 
was on his way home and I wondered what Goldilocks 
would think of him.” 

If a bit of assistance to the childish mind is needed, 
a list of “characters” to choose from may be written. 
Children should be acquainted with and be able to 
make some little make-believe tale about “Br’er Rab¬ 
bit,” “Turkey-Lurkey,” “Hiawatha’s Chickens,” etc. 

Live Checkers 

One child is selected to start the game. He decides 
which seat he would like best to occupy during the 
ensuing lesson, passes to it, and knocks on the desk. 
“Who is there ?” asks the occupant. 

“It is I, J——S-. May I live in your house to¬ 

day?” replies the other. 

“Yes, you may and I will find another place,” re¬ 
sponds the first, who then proceeds to the seat of his 
choice. (Original conversation may be encouraged.) 
The game continues in like manner until all have 
changed seats. The memories of the last children are 
often greatly taxed, since no child may be asked to 
change a second time. 

This simple little game may be used for the accom¬ 
plishing of several purposes: to give the pleasure of 
moving about, and recreation; to give drill in grammar 
(use of “It is I”) ; and to give practice in greeting 
others. 

Every child looks with covetous, or at least curious, 
eyes upon the seats of his classmates at times, and this 
game will please nearly every grade. Even the pupils 
of one room and many grades who may not “fit” will 
like the idea. Let the new seats be retained for at 
least one class or recitation. 




164 


FOUR HUNDRED GAMES 


Living Titles—Living Slogans 

This game is Charades modified to apply to certain 
knowledge. In Living Titles, the children act out the 
titles of books, and if they may arrange on special oc¬ 
casions to dress to fit the parts, the game has added 
value. Little Lord Fauntleroy, The Spy, Uncle Tom s 
Cabin —so many books lend themselves to this game. 

In Living Slogans, the children act out certain fa¬ 
mous slogans, or statements, as “Give me liberty, or 
give me death!” “Don’t fire until you see the whites 
of their eyes!” Or, more recent ones are, “Swat the 
Fly,” “Safety First.” 


Pronoun Game 

“It Is He ” (She) 

A leader is chosen to stand in front of the room and 
answer questions. The one chosen to be “it” closes 
his eyes and lays his head on his desk. Some one tip¬ 
toes up to him and touches his shoulder. He then 
guesses, “Was it Mary?” The leader responds, “It 
was not she,” and so on till the one who is “it” guesses 
the right one, when another becomes “it.” 

Quotations 

This is like Authors, except that familiar quotations 
are given on the cards instead of the titles of books. 
Each child draws a certain number of cards from the 
pack in the center. Then each, in turn, reads any one 
of his quotations, and calls on some player for the 
name of the author. If the player called on answers 
correctly, he draws a card from the pile in the center. 
If he fails, he gives a card to the one asking the ques¬ 
tion. Fairness must be shown in “calling”—the same 
player must not be called upon too often. Partners 


SPECIAL PURPOSE GAMES 


165 


may answer for each other. The winning side is that 
which holds the most cards at the end of the game. 
In the regular game, thirty cards are used,—five to 
each of five players and five in the center pile. 

Thanksgiving Feast 

Each child thinks of some article of food which he 
will represent and describe. One may be cranberry 
sauce, one the turkey, or chicken, another mashed po¬ 
tatoes, another sweet potatoes, and so on. 

Then each pupil in turn stands and describes him¬ 
self. Thus the johnnycake may say: “I am a piece of 
johnnycake. I was made from corn. The corn grew 
in the field. When it was ripe, the big ears were pick¬ 
ed and the corn was taken to the mill. Here it was 
ground into meal. The meal was then taken by the 
cook and mixed with water and baking powder and 
salt. Last it was put into the oven and baked into 
johnnycake for the feast.” 

When the child has finished, any child who can add 
a good statement to his description stands. The first 
child gives him permission to speak. If the statement 
is a really good addition, the children listening clap 
their hands and the second speaker chases the first 
one to his seat. The second speaker then may either 
choose another child to give a description or he may 
give his own. There should be a time limit to each 
description. 

If the added sentence is not worth while, the chil¬ 
dren remain silent, and the first speaker chases the 
other around the room. In that case the first child 
chooses his successor. 

In this form of the game the children are given an 
incentive to make their descriptions good and to give 


166 FOUR HUNDRED GAMES 

attention to the speakers. Also, the running breaks 
the strain and adds interest. 

The game is adaptable to other subjects and seasons. 
In older grades the added remarks will often be very 
clever. 


Verb Games 

“Have Seen ” 

A card having the picture of a horse on it is used. 
One child blinds while one of the others conceals the 
card under his hands, or on the desk or lap, all the 
others placing hands in the same position. The teach¬ 
er calls “Ready!” The child who was blindfolded faces 
class saying, “Some one left the barn door open and 
my horse ran away. Have you seen it, Ruby?” The 
answer is, “No, I have not seen it,” or, “Yes, I have 
see 1 '! it,” as the case may be. If his first question is not 
successful he blinds again, continuing to do so until 
he learns who has the picture. Then the child in whose 
possession it is found, blinds. This game may be 
varied by using a picture of a pet rabbit, kitten, or 
dog, changing the statement accordingly. 

The picture cards are merely three-inch squares of 
any heavy paper on which pictures of common objects 
are pasted. These may be cut from catalogues or ad¬ 
vertisements of various kinds. 

• “1 Saw” 

This game appeals to young children and is excellent 
for them in that it makes them more observing, more 
sympathetic, and arouses their interest in the mimetic 
games of the physical training classes. One child is 
selected by the teacher to go to the front of the room. 
The teacher says, “What did you see?” The child 
answers as his fancy pleases, naming some action 


SPECIAL PURPOSE GAMES 167 

which he and others can demonstrate. When he has 
named it, either he or the teacher name several oth*er 
children to join him in “showing the picture” and the 
group goes through the action, either in front of the 
class or around the room. 

Some suggested actions are: 

1. A baby running. 

2. A hand-organ man playing. 

3. A farmer milking. 

The child always answers with a complete sentence, 
as “I saw a bird flying.” The teacher may also ask, 
“What have you seen?” requiring the child to use “I 
have seen,” in his answer. 

“You Were ” 

1. One child pretends he is some animal, perhaps a 
rabbit. He performs some act peculiar to that animal; 
for example, hopping. The other members of the class 
then try to guess what he represented, thus: “You 
were a frog.” Answer: “No, I was not a frog,” un¬ 
til some one guesses correctly, when he becomes the 
performer. 

2. A child steps out of the room, while another child 
writes on the board. 

The child outside comes in, and begins questioning 
the children by saying: “Were you at the board, 
Verna?” (If not she replies, “No, I was not at the 
board, Clayton.”) 

The questioning continues until the child who did 
the writing is called upon. She then replies, “Yes, I 
was at the board, Clayton,” and becomes the next 
leader. 

“Wishing Game” 

In the lower grades this may be played as an animal 
game. Each player begins his sentence with “I wish 


3 68 


FOUR HUNDRED GAMES 


I w*ere.” Example: “I wish I ivere a bear. If I were 
a bear I’d sleep all winter.” 

A game of this type soon becomes tiresome and 
loses its value if repeated often. It can, however, be 
varied in upper grades if the topic for the sentences 
relates, for instance, to famous people of to-day. 

“What Is It You Haver 

Have a list of the new words in reading on the board 
directly in front of the class. Also have the same 
words on perception cards. Appoint a child to be “it” 
and give this child one of the cards to hold. The first 
member of the class asks, “Is it—you have?” If the 
player fails to ask the right word, the game proceeds 
until some one guesses the correct word. The child 
who is “it” then hands the card to the one guessing it 
correctly. The teacher places another card in the 
child’s hand and the game continues until all the cards 
have been guessed. The pupil holding the most cards 
at the close of the period is proclaimed the winner. 

“What I Did” 

Permit each child in the room, in turn, to perform 
any act, or to imagine one, after which he is to tell his 
audience what he did, as: 

I sang a song. 

I flew the kite. 

I rang the bell, etc. 

This game is excellent for impressing irregular 
forms. 

Other Language Games 

Alphabet Answers 
Authors 
Classifications 
Crambo 


SPECIAL PURPOSE GAMES 


169 


* 


Cross Questions 
Hidden Proverbs 
Hidden Words 
I Have a Little Dog 
Logomachy 
Lost Identity 
Mosaics 

Mysterious Couplets 
Riddles 

Shouting Proverbs 
Two Minute Conversations 

Music 

Musical Contest 

The teacher or a pupil plays snatches of musical 
numbers which are familiar to the pupils. They list 
each one, writing the names of as many as they can. 
The pupil having the longest list wins. If no instru¬ 
ment is available, the tunes may be hummed softly, or 
whistled. Little children may take turns in naming 
the tunes as they are rendered. The selections should 
of course be appropriate to the grade. 

Musical Race 

The teacher announces a song which is familiar to 
all. At a signal everybody starts to sing. The object 
is to see who can get through singing the song first. 
That one is pronounced winner. 

It may seem a stretch of the imagination to call this 
correlation with music, but it is entitled to that desig¬ 
nation, since it promotes interest in, and gives fun 
with, singing. It should be done only occasionally, of 
course, and never with younger children. 


170 FOUR HUNDRED GAMES 

Organ Builder 

One child is chosen as organ builder. He arranges 
the others in a row, the children holding their folded 
hands in front of them. “Ah! what good organ pipes 
these are!” says the builder. Then he touches each 
child’s hands very lightly with a thin stick. The play¬ 
er so touched must give out a long “ah-h-h” or “o-o-o” 
sound to represent the tone of that pipe. If the build¬ 
er wishes, he can ask for a second tone, but no more. 

When he has heard the tone of each pipe, he is taken 
to the other end of the room and blindfolded. While 
he is gone all the organ pipes change places. Then he 
comes back and says: 

“Alas, how will my organ be, 

Now I am blind and cannot see?” 

Then he softly touches with his wand the hands of one 
of his “pipes.” As he is blind, he may have to try a sec¬ 
ond time before he touches anyone’s hands. The one 
touched must give exactly the same tone as he did be¬ 
fore. The organ builder has the right to ask for it to 
be given three times. 

“Ah,” he says, “this pipe is-” (the name of the 

player he thinks it is). If he does not guess right, all 
the “pipes” dance round him and sing: 

“What a builder we have here! 

What a wretched, wretched ear, 

Though all the pipes sound out so clear.” 

All the children again change places, and the builder 
tries another pipe. If his guess is correct, all sing: 

“Though the master have no sight, 

He can tell his pipes aright.” 

The “pipe” so guessed changes places with the or¬ 
gan builder, is blindfolded, and takes his turn at the 
“sounding.” 



SPECIAL PURPOSE GAMES 171 

Trick Horses 

The children line up as for marching, and they may 
start out marching, but as the music changes they run, 
gallop, tiptoe, glide, hop, fly, or do any other steps that 
the music may suggest. It is a very good game, in 
that while it provides pleasurable exercise, it trains 
children in the interpretation of musical sounds. 

Other Music Games 

Initials 

Cross Questions 

Nature 

Leaf Naming 

Sides are chosen. The captain of each side brings 
in a basket of leaves. (These may have previously 
been gathered by the children.) The same kinds of 
leaves must be represented in each basket and there 
must not be more than three of each kind. Each cap¬ 
tain stands in front of his opponents' group and holds 
up the leaves, one by one. He awards the leaf to the 
player naming it correctly. The side holding the 
greatest number of leaves at the end of a given time, 
wins. Common names are accepted. The captain 
must possess considerable knowledge of leaves, and it 
should be an honor to be a captain. The teacher is al¬ 
ways near to decide a question, however. Twigs may 
be used instead of leaves. 

Matching Flowers 

This is a delightful game, but judgment in choosing 
a location for the playing of it is necessary. Fields 
or meadows, where vegetation is rank, are usually the 
proper places. But if care or consideration in the 


172 FOUR HUNDRED GAMES 

gathering can be taught, an expedition through the 
woods may be made most profitable. 

Each child picks a quantity of blossoms, grasses and 
leaves. Variety, rather than quantity, is sought. 
After a given period has passed, the children assemble. 
Each, in turn, lays down one of his specimens. The 
others try to match it, laying their matching speci¬ 
mens beside it. Scoring is done in inverse proportion 
to the “matches” brought forth, but the unit of scoring 
is one. 

Example—Suppose twelve children play. The first 
child lays down a buttercup. Each of the others has a 
buttercup, and lays it down. The child offering the 
specimen gets twelve points. The second child lays 
down a daisy, ten children lay down daisies. That 
child gets thirteen points. Two points are allowed him 
for the one having no specimen. Another player 
has a wild rose. This, not so easily found, is matched 
by three children. The child offering it gets twenty 
points—one for each flower laid down and two points 
each for the players who had none. This is based on 
the idea that the one who gathers the rarer specimens 
deserves most credit. It has the effect of making each 
child work for the common specimens, to keep down 
the scores of the other players, and at the same time, 
to try to find the rarer ones, to raise his own score. In 
addition, each child gets one credit for every match he 
makes. The intricate scoring adds to, rather than 
detracts from, the interest. 

Trees 

Try this game on a woodland picnic. Let the teach¬ 
er or some one else who knows the trees, number about 
twenty trees in a certain territory, including as many 
varieties as possible. Then provide the children with 


SPECIAL PURPOSE GAMES 173 

papers and let them go about naming the trees and 
writing the names opposite the corresponding num¬ 
bers. In this an appropriate prize or remembrance 
may be awarded the winner, or the one having cor¬ 
rectly named the most trees. 

Other Nature Games 

Bird, Beast, or Fish 

Birds Fly 

Cross Questions 

Fire, Water, AJr, Land 

Flower Pit 

Initials 

Lists 

Two-Minute Conversations 


Reading 

Engineer 

Write words on separate cards. Tell the pupils they 
may play train. Give every child, except one, a card. 
Have corresponding cards along the wall or the words 
written on the board some distance apart. Let the 
children line up behind the child who has no card, as 
he is the engineer. The children march around the 
room. Each child is to watch his word, for that is his 
station. As the train passes the words, the engineer 
calls the stations, and each child is to leave at his sta¬ 
tion. If a child does not leave at his station he is to 
pay a forfeit; that is, he must be seated and cannot be 
engineer. If the engineer makes a mistake the train 
is stopped and a new engineer is taken on, the old one 
going to the end of the train. 


174 FOUR HUNDRED GAMES 

Fishing 

Children learn new words readily in a fishing game. 
The materials are a fish-pole made of a stick, with a 
cord for a line, and a bent pin for a hook. Write the 
words desired for drill on cards, one by one and one- 
half inches. On the back of each card, in the left-hand 
corner, paste a piece of cotton. Place the cards in a 
hat or box. The cards represent fish and the hat the 
pond. The cotton on the cards is easily hooked if it 
has been left fluffy. Hands must not be used in catch¬ 
ing the fish or in placing them on the hook. In rural 
schools where two or three compose the primer class, 
each one may be given a hook and line and allowed to 
fish until all the cards are gone. Then each one must 
name the words on the cards he has caught. If he 
misses a word, he must place the card back in the pond 
(the fish got away from him). The one who retains 
the largest number of cards, wins. 

Going for a Journey 

Write the new sight words on the blackboard. Pre¬ 
tend that these words are different cities. Appoint a 
child to be conductor. The conductor stands in front 
of the class, gives the pointer to a member of the class 
whom he chooses, and invites all to take a journey. 
As the conductor calls, “All aboard for —!” the child 
holding the pointer places it upon the word named. 
At the next station the conductor may vary the exer¬ 
cise by calling, “Change cars for—!” Every time the 
conductor calls a city, the child with the pointer places 
it upon the new word. Let the game continue until all 
the cities have been named—the end of the journey. 
Any one who fails to point to the word called is sup¬ 
posed to get oif the train and is not permitted to board 
the train again until all the other members of the class 


SPECIAL PURPOSE GAMES 175 

have taken their trip. After this the ones who missed 
are allowed another trial. 

Guessing Phonograms 

Draw a large circle on the floor with chalk. 
Write phonograms around the circumference outside 
the circle. Blindfold a child inside the circle and let 
him turn around once or twice, then point to a phono¬ 
gram. The children who can do so give sentences con¬ 
taining the phonogram and the blindfolded child guess¬ 
es. The one who gives the sentence from which the 
blindfolded child has guessed the phonogram takes his 
place. 

Light My Candle 

Each child is provided with a card on which is writ¬ 
ten a word. The difficult, uninteresting words which 
need so much drill are almost inviting in this game. 
The children are allowed to stand around the room 
and one starts out alone to make request, “Light my 
candle.” If the child he goes to can give the word on 
the card, the two exchange places. If the response is 
that of the game, “Go to the next-door neighbor,” the 
child passes on. If a child does not himself know the 
wo v d he is holding, it will be necessary to give him 
another, of course, and some little forfeit must be paid 
at the end of the game. 

• 

Lost and Found 

The word cards are placed on a small table in the 
center of the circle of children. One child goes to the 
table and takes the first word on the pile. Then he 
goes to a classmate and says, “I found something and 
am hunting the owner.” The second child replies, using 
the word on the card, “I lost ‘run/ ” “You may have 


176 FOUR HUNDRED GAMES 

it,” the first child replies, if the word has been read 
correctly. Then the second child goes to the table and 
selects another word which he takes to some one else 
in the ring. In this manner the game progresses until 
each pupil has had an opportunity to find and return a 
lost word. 

Postman 

Pretend that the perception cards are letters. Select 
a child for mail carrier, who delivers the mail to the 
class. Children who receive mail are then asked (by 
the postman) to come in front of the class and read 
their letters. Should a child fail to read his letter cor¬ 
rectly, the postman calls upon another child to read the 
letter for him. 

On special days, such as Valentine Day, pretend that 
the cards are valentines; on Easter, Easter postcards. 
Also pretend that they are birthday cards, letters from 
France, etc. 

Reading Baseball 

Divide the class into two equal teams. The pupils 
are to imagine themselves taking part in a baseball 
game, and each division takes a name. Either the 
names of towns or the names of well-known teams may 
be chosen. For example, “Red Sox” may be the name 
of one team, and “New York Giants” the name of an¬ 
other. 

A list of words is written in a circle drawn on the 
blackboard, and as a “man” comes up to “bat,” he 
says, with eyes closed, 

“Tick-tack-toe, 

Here I go; 

If I don’t miss, 

I’ll take this.” 

The pointer is the bat and the words are pointed to 
as the above verse is said. The word pointed to is 


SPECIAL PURPOSE GAMES 


177 


pronounced, and if it is correct the player’s side scores 
one point. If there is an odd number of players one is 
chosen to be the score keeper. If not, each player 
marks his own point. The names of the teams are 
written on the board where all can see. The side hav¬ 
ing the greatest number of points wins. 

Touching Words 

The teacher writes the drill words with ink on large 
cards. The children form a ring, and each child is 
provided with a card. One child is selected to be “it.” 
He stands in the center of the circle. All the children 
in the ring hold their cards with words toward them, 
so that the one in the center cannot see them. The one 
in the center begins with any child he chooses and, 
touching each child, says, “My mother told me to take 
this one.” The player he touches must turn his card 
out when he says “one.” If the child in the center can 
name the word, the one who holds the card goes in the 
ring with him. If not, he must come out and let the 
one in the ring take his place. If two are in the ring 
the one first “it” still counts out, but when he fails to 
know a word, the next one inside the circle who can 
tell the word takes his place. 

Word Contest 

Divide the class into two groups,—two rows of 
desks may be selected. All the children in these rows 
are provided with as many cards bearing words as 
there are children in the row. These cards must be 
turned face downward. The teacher gives the signal, 
and the first card on the desks is turned face upward. 
The first child in the first row rises, reads his card, and 
passes down the aisle reading all the cards. When he 
has finished, he takes his seat. If he fails to read a 


178 FOUR HUNDRED GAMES 

card, the first child in the second row is given the 
chance, and should he fail, each succeeding child in the 
second row may try. If the word is read by a child in 
the second row, that row scores one. When the first 
child in the first row goes down the line and takes his 
seat, all the children in the row place their first card 
under the pile and turn up the second card. Then the 
second child reads all the cards in the same way. 
When the first row has finished, the second row has 
the same chance. At the close of the game the row 
that has scored the greatest number of times wins the 
game. 

Other Reading Games 

Hidden Words 
Logomachy 
Railroad Train 
Word Building 

• 

Spelling 

Baseball Spelling 

A contest conducted on the order of a game of base¬ 
ball is a most successful device for reviewing spelling. 
The school chooses sides as for ordinary spelling con¬ 
tests. Let the best speller on each side act as “catch¬ 
er,” who “catches” all the words misspelled by the 
“batter.” Another pupil acts as “pitcher,” and pro¬ 
nounces the words. Others act as first, second, and 
third basemen. As the batter (from the opposite side) 
comes up, a word is pronounced by the pitcher. If it 
is spelled correctly, the batter proceeds to first base. 
If the word is missed, the catcher spells it and another 
word is given to the batter. If the third word is miss¬ 
ed, and the catcher spells it correctly, the batter is out 
and another takes his place. Proceed as in baseball. 


SPECIAL PURPOSE GAMES 179 

Give only one trial for each word. As a batter starts 
for a base, if there is already one at that base, the first 
one there should move on to the next base. If the 
pitcher pronounces a word to the baseman and he 
spells it before a batter gets to the base, the batter is 
“out.” Three outs on each side make an inning, and 
six innings make the game. If a batter succeeds in 
passing all three bases and getting “home,” a score is 
made for his side. The teacher should act as umpire, 
calling outs and keeping score. When several grades 
are participating, the words should be chosen for each 
batter according to his grade. 

Dictionary Contest 

The teacher selects words that are not in the pupils’ 
vocabulary and those that should be given special 
study by them. These words are written on the black¬ 
board. Just before choosing for the contest, the words 
are sounded and pronounced by the pupils. Then sides 
are chosen. The pupils stand, with dictionaries in 
hands, the two sides facing each other, standing 
about eight feet apart. The teacher stands at the 
head, halfway between the two choosers. Now all is 
ready for the contest. The teacher gives the com¬ 
mands as follows:— 

Attention !—Pupils place dictionaries in right 
hands, both arms straight down at sides as soldiers at 
attention. 

Present Arms !—Pupils place both hands straight 
out in front, dictionaries in right hands. 

Charge !—Pupils bring hands and dictionaries to 
center of bodies on level with chest, to position ready 
to open. 

Then the teacher calls out one of the words on the 
board that she wishes the pupils to find. When any 


180 


FOUR HUNDRED GAMES 


pupil finds the word, he spells it, pronounces it, and 
reads the definition. That gives five points to his side. 
Teacher gives another word as before, and so on. 
When one side gets 30 points that side wins, unless the 
other side has 25 points or “deuce,” then the other 
must get two ahead as in tennis. Thirty is the game 
unless “deuce” is called. 

Hunting Rabbits 

Write the pupils’ names on the board by grades, then 
another list in the order in which they are seated. All 
take their spelling books. The smallest may be the 
first hunter. The rest take turns in pronouncing 
words (one word each) and he spells them. Each 
spelled correctly is a rabbit captured. When he miss¬ 
es, he takes his seat and the next tries his luck. The 
pupil who spells the most words is considered the best 
hunter. Put a score on the board for each correctly 
spelled word. 

Living Words 

A set of cards containing all the letters of the alpha¬ 
bet is distributed among the members of each of the 
competing teams. The teams group themselves at op¬ 
posite sides of the room. The caller stands at the cen¬ 
ter of a line drawn across the front of the room. When 
he calls a word, each player who holds a letter con¬ 
tained in that word rushes to stand on the line in the 
proper position of his respective letter. A player hold¬ 
ing a letter that is used more than once niust go first 
to one place, then to another. The holder of a letter 
that is doubled, moves his letter back and forth. The 
line which first spells its word scores, and the team 
having the larger number of scores at the end of a cer¬ 
tain length of time wins. 


SPECIAL PURPOSE GAMES 181 

Pussy-Wants-a-Corner Spelling 

The class remain at their desks, each of which is a 
“corner.” The teacher counts out the one to be pussy. 
Words are pronounced to each pupil in turn. If a pu¬ 
pil misses a word pussy tries it; and, if it is spelled 
correctly, takes the corner of the child who missed it, 
w 7 ho then becomes pussy until he also manages to se¬ 
cure a corner. The child who is pussy when the reci¬ 
tation closes will hold that position at the next recita¬ 
tion until he spells another pupil’s missed word cor¬ 
rectly and secures a corner. 

All of the pupils stand in a row at the right of the 
room. Each is given two words. Those spelling their 
words correctly pass to the back of the room, forming 
a row there. The second time around, the successful 
spellers in the back row pass to the left side of the 
room. The third move is from the left to the front of 
the room. The fourth, which is the final one, takes the 
pupil to his desk. The pupil who fails to spell a word 
forfeits his right to take the step in advance, and must 
wait next time for his second chance to go forward. 

Spelling Lotto 

The younger children will enjoy this game. Buy or 
make cards on which are objects pictured and named. 
Make, also, duplicates of each word, and cut them up 
into separate letters. In playing the game, the chil¬ 
dren draw the letters from a box and work to cover the 
letters that are with the pictures. The one first to 
cover the words of his card, wins the game. 

“Taking Steps” 

The pupils stand at the back of the room. Every 
time a pupil spells a word correctly he takes a step for- 


182 FOUR HUNDRED GAMES 

ward. The first one to reach the front of the room is 
the victor. 

Thanksgiving Basket 

Some time before Thanksgiving, draw a large bas¬ 
ket on the board for each pupil and see who can write, 
unaided, the largest number of Thanksgiving dainties 
in his basket, and thus have the best basket. Write 
for each pupil any word he wishes to learn. Parents 
and older pupils may help. There will be quite a ripple 
of excitement when the baskets are filled. Misspelled 
words are ruled out. 

Let older pupils see who can write the most in a 
given time. 

This game may easily be adapted to other seasons 
and occasions, and is excellent to arouse the desire to 
spell correctly. 


Other Spelling Games 
Anagrams 
Cross Questions 
Follow 
Hidden Word 
Logomachy 
Telegrams 
Word Building 
Word Relay 


Miscellaneous 

Choosing Partners 

This game gives practice with names. The first child 
names his partner and stands by his desk. The one who 
has been chosen names another child who must choose 
a partner, and so on, until all have partners. The 
teacher is included in this game if the number of the 


SPECIAL PURPOSE GAMES 183 

class is odd. Finish this game with a march about the 
room. 

Detective 

This game is worth the keeping of permanent scores, 
with a weekly playing, and revision of scores. The idea 
is for the children to play that they are detectives, and 
in a given territory see how many objects and signs 
they can notice. Each object or sign counts one. (Ex¬ 
ceptionally keen observation may receive added credit.) 
In this game, children must not be content with the ob¬ 
vious things, though they must get those too. The 
weather, condition of the sky, as clouds, smoke, etc., 
tracks of every sort in the roads, or along the line of 
march; people observed, their manner, etc.; all of these 
things must be taken into account by a good detective. 
Getting additional facts by means of conversation, or 
the making of shrewd deductions from one’s observa¬ 
tions, gives additional credit. Each player’s score 
should be computed on the basis of the list or account 
which he turns in at the end of the trip. 

Kaleidoscope 

A group of children stand in front of the room and 
each is given the name of some color. The players who 
are seated then blind their eyes and the “colors” 
change places. (If little children, they may run light¬ 
ly around the room before taking their new positions.) 
The children seated then open their eyes and take 
turns at naming the colors correctly in their new posi¬ 
tions. 

Lost Child 

(Missing Children; Changes) 

One child goes from the room, or blinds his eyes. 
At a signal from the teacher, one of the other children 


184 


FOUR HUNDRED GAMES 


hides. The first child is called in to tell who has dis¬ 
appeared. If he is successful he chooses some one to 
take his place; if not, he blinds again. 

In smaller groups where finding a missing child 
would be too simple a matter, a variation may be add¬ 
ed. In this case let a group of children stand in a cer¬ 
tain position. The child who is “it” observes their 
position before he leaves the room. While he is gone 
they exchange places. His task is to place them in 
their original positions. 

This idea may be developed into a very complicated 
game with older children. Let one leave the room 
while certain changes are made. One or two children 
exchange seats,—a vase of flowers is moved, a window 
is raised, and so on. When the child returns he names 
the changes that he observes. Scoring may be done, 
by individual or by teams,—a definite number, say 
five changes being made each time, and one credit be¬ 
ing given for each change observed. 

Observation 

The teacher places on her desk a collection of mis¬ 
cellaneous objects. The children file past the desk 
and observe the collection. Returning to their seats, 
they write (or name) what they saw. The child whose 
list is longest, wins. 

A variation of this is to allow the children to spend 
a brief time in front of a store window, afterwards 
recording their observations. 

Sense Training 

There are many simple games which develop keen¬ 
ness and accuracy of hearing. 

Let one child be blinded at his seat or in the center 
space. The others sit quietly while the teacher mo- 


SPECIAL PURPOSE GAMES 


185 


tions to another child to steal up and knock on the 
first child’s desk or on the floor by him. The first child 
says, “Who is it?” The second answers, “It is I,” dis¬ 
guising his voice as much as possible. If the blind¬ 
folded child guesses correctly, the second child goes 
back to his seat. Whoever “fools” the center child 
takes his place. 

Let a child go into a cloak room, or behind a door. 
Several children come and stand before the door. One 
calls a greeting, as “Hello Jack!” The child guesses 
who is speaking to him, and if correct, exchanges 
places with the caller. If desired, scores may be kept, 
to find who has the keenest ears. 

Other Miscellaneous Games 

Atlas 
Birds Fly 
Deer Race 
Dog 

Hoop Quoits 

Huckle, Buckle, Bean Stalk 
I Say Stoop 
Memory Run 
Pass 

Pass the Clothespins 
Peanut Race 
Penny Search 


BEAN BAG GAMES 

The bean bag is especially valuable where other equip¬ 
ment is lacking; and since it is inexpensive, it can be sup¬ 
plied in large quantities. In many games it can be used 
instead of a ball, being in fact a desirable substitute in 
games for small children and in many games played by 
girls, such as Corner Ball and Corner Spry. The bean 
bag possesses certain advantages over the ball: it is bet¬ 
ter for indoor play and it stays put; therefore it can be 
used in many games in which a ball is not satisfactory. 

Variations in the making of the bags will help great¬ 
ly to increase their usefulness. Dried beans are, of 
course, the standard filling. Dry peas, dried coffee 
grounds and oats may also be used. The latter are espe¬ 
cially good for the larger bags. (The regulation oat sack 
is round.) The accepted covering is a heavy material, 
such as denim, ticking, duck, and it is worth while to 
make a special effort to get these heavy materials. They 
should be strongly sewed on the edge, and also an inch 
from the edge, preferably with a long machine stitch. 
The completed bags may vary from six to twelve inches 
in diameter. The six- or eight-inch size requires one-half 
pound of beans for filling. Larger and heavier bags are 
best for older children and for certain games. It is very 
desirable to have the bags of two different colors, so that 
teams or turns may be distinguished, as in Zigzag Ball 
or Fox and Rabbit. Tiny bags, two or three inches in 
diameter, may be used for such games as Smuggling the 
Geg and Huckle, Buckle, Bean Stalk. Large, loosely-filled 
bags will do for Snake in the Grass, and Whip Tag. (The 
coffee or oat filling is best for these.) Very hard and 
strong bags will do for Duck on a Rock. 


BEAN BAG GAMES 


187 


The ideal bean-bag- equipment, then, is as follows: One 
eight-inch bag for each child, half the number to be of 
one color, half of another; several large bean bags or 
oat sacks; a few small sacks (coffee grounds, preferably), 
and a set of very strong hard sacks. These are all pos¬ 
sible in every school. 

A word of caution as to the care of the bags. They 
should be kept dry; sprouting and sour beans and oats do 
not have a pleasant odor, and the bags become a nuisance. 
They should, of course, be kept as clean as possible and 
fillings should be changed frequently. A needle and 
thread and a committee of one will take care of tiny rips 
and save larger troubles. 


Bag Pile 

The children stand in rows with an equal number 
of children in each row. In front of each row are 
piled ten bean bags. At a given signal the first child 
in each line picks up a bean bag and passes it over 
his head to the next child, and sends the others in 
rapid succession in the same manner. As the last 
one in each line receives the bags he makes a pile 
back of him. Only the first bag may touch the floor. 
The others rest on each other. No bag may be add¬ 
ed to the pile until the others are standing in a stack. 
The first line to pile the bags correctly wins. For 
the next game the last players take the bags forward 
and become the first players. 

Balancing Bean Bags 

The bean bag may be very profitably used in 
balancing races. The players are divided into teams 
of four players each. More may be used on a team 
if they exchange places at the beginning of each new 



188 


FOUR HUNDRED GAMES 


game, but it is preferable to divide the extra children 
into additional teams. 

One player on each team is chosen as runner. One 
other player from each team takes his place on the 
starting goal; the other two at “stations” between 


Team A 


Goal Line 


(Runner) 

X 

X 



y 


(3d station) 

X 

X 

(2d station) 

(2d station) 

X 

X 

(3d station) 


A 



0 

0 

(Runner) 


Goal Line 


Team B 


Balancing Bean Bags 


the two goals. The second goal is preferably some¬ 
thing to walk around. Each runner takes his place 
on the goal, and the member of his team who is on 
the goal places a bean bag on the runner’s head. 
The latter starts out towards the second goal. When 
he reaches the second “station,” the man there 
places a bean bag on the outstretched palm of his 







BEAN BAG GAMES 189 

right hand. At the third station he receives a bag 
in his left hand. He proceeds to the second goal 
and tags it in some way. At the third station the 
third bean bag is removed; at the second station the 
second one is taken off, and he returns to the starting 
point with one on his head. The first runner to have 
his “head bean bag” removed by his goal keeper 
wins the race. If at any time a runner drops one of 
the bean bags, he must wait to have it replaced by 
the goal keeper. This is as much fun for the specta¬ 
tors as for players, and it affords the players excel¬ 
lent training in carefulness, consideration and co¬ 
operation. 


Catch Basket 

Ten or more children can play this game. Two 
captains are selected, who choose in turn the mem¬ 
bers to form their teams. The players form a large 
circle. One team forms the right half of the circle, 
the other team the left half, the two captains stand¬ 
ing side by side. A wastebasket is placed in the 
center of the circle. If the game is played in the 
schoolroom, the basket can be set on a desk placed 
as nearly as possible in the center of the room. Each 
team is provided with a bean bag. The teacher or a 
chosen leader stands near the basket and acts as um¬ 
pire. The players of the teams in turn, beginning 
with the captains, try to throw a bean bag into the 
basket. The umpire sees that the players take their 
turns, and throws the bags back to the players. Each 
player throws once at each turn. If a bag is thrown 
into the basket it counts one; if it lodges on the edge 
of the basket, and the basket is not overturned, it 
also counts one. The team which makes the largest 
score in a given time wins. 


190 FOUR HUNDRED GAMES 

Indoors, the cardboard back of a tablet may be 
substituted for the bean bag. Outdoors, a box may 
be used instead of a basket, and stones instead of 
bean bags. 

Circle Obstacle 

The children stand in a circle, feet wide apart. 
Each has a bean bag on the floor between his feet. 
A child stands or sits in the center, and throws his 
bean bag to displace that of some other child in the 
circle. If he succeeds, that child becomes thrower. 
The children in the circle try to guard their bean 
bags from being displaced. 

The center child’s bean bag should properly be a 
little heavier than the others. The game is much 
enjoyed by little children. 

Crisscross Relay 

The class is divided into two teams. Each team is 
divided into two lines facing each other. These lines 
stand in two aisles with one vacant aisle between 
them. In the front of the room facing this vacant 
aisle stands the captain of the team. So we have 
half of team A in the first aisle, the second aisle va¬ 
cant, and the other half of team A in the third aisle. 
Half of team B is in the fourth aisle, the fifth aisle is 
vacant, and the other half of team B is in the sixth 
aisle. The person at the rear end of the first half of 
each team has a bean bag, and at a given signal tosses 
it across to the one directly opposite, who is the rear 
person of the second half of each team; this one 
tosses it back to the second one on the first half, and 
so on, until the person at the front on the second half 
has it. It is then tossed to the captain, who tosses it 
back to the same one who tossed it to him. The per¬ 
son on the front runs down the vacant aisle to the 


BEAN BAG GAMES 191 

rear of his own line and then tosses the bag to the 
one directly opposite, who is the rear person on the 
first half. The tossing is continued, the captain re¬ 
turning the bag each time to the person who tossed 
it to him. When each one is back in his original posi¬ 
tion, the game is stopped. The team which missed 
catching the bag the fewest number of times wins; 
or the team finishing first, when the children have be¬ 
come proficient at catching the bag, may be consid¬ 
ered the winning team. 

End-to-End Bean Bag 

The players are divided into two groups. Each 
group divides into halves and the halves face each 
other across a space of five to ten feet. At a signal 
the first one in the outer line of each group runs 
halfway to his partner and tosses him the bag. The 
bag is passed rapidly down the inner line until it 
reaches the end, when the end player runs halfway 
towards his partner in the outer line and tosses 
the bean bag. 

Then each line moves up one place, and the tosser 
on each side becomes the end man on the opposing 
line. So the game goes on until each player has 
thrown the bag and returned to his original place. 
The group finishing first wins. 

Faba Gaba 

In this game bean bags are thrown through holes 
in an inclined board about li/^'x3'. It should be 
slanted at an angle of about forty-five degrees 
against a fence or stakes. Near the lower end of the 
board a hole, approximately the size of the bean 
bags, should be cut, and a short distance above it 


192 


FOUR HUNDRED GAMES 


• 

should be a second hole a few inches larger. The 

players stand at a certain distance from the board— 

ten to fifteen feet—and each in turn tries to throw 

five bean bags into the holes. Each bag thrown into 

the smaller hole counts ten for the player and each 

_ % 

thrown into the larger hole counts five. The player 
first scoring a certain number of points, such as 
seventy-five, one hundred, etc., wins the game. 

If desired, three holes may be cut in the board, 
or bean bag boxes may be used. These are three 
boxes six, twelve, and twenty-four inches square 
respectively, set one inside the other, and inclined, 
like the board. Each bag thrown into the smallest 
hole counts eight; into the second five; and into the 
third two. The players may also be lined up in teams 
competing against each other. In this case, to ex¬ 
pedite the playing, it is better to have two boards 
and two sets of boxes. 

Fetch and Carry 

A circle about eighteen inches in diameter is 
drawn in front of each row of seats. Each player 
has a bean bag. At a signal the first player in each 
row runs forward, deposits his bean bag in the circle 
in front of his aisle, and returns to his seat. When 
the first player has returned to his seat, player Num¬ 
ber 2 runs forward with his bean bag and returns. 
This is continued until all the bean bags are in the 
circles. Then the last player in each row runs for¬ 
ward and gets a bean bag from the circle in front of 
his row. When he returns, he touches the player in 
front of him, who then goes after a bag. This is 
continued until all the bags are brought back to the 
seats. The row first clearing its circle wins. 


BEAN BAG GAMES 193 

Hoop Bean Bag 

The players are divided into two teams, which 
take turns in lining up on one side of a line along 
which, at a given signal, a hoop is rolled. Each 
player is provided with a bean bag, which he tries to 
throw through the hoop as it passes before him. 
Each bag so thrown counts one for the team. A 
referee is necessary. Older boys may cut spears 
from sticks, to use instead of bean bags, and thus 
make it more like the original, which was an Indian 
game. 

Overhead Bean Bag 

Players form in lines, a captain at the head of each 
line. Face as for marching. Each captain, using both 
hands, passes a bean bag or ball over his head into the 
hands of the player behind him. The bean bag is 
passed down the entire line in this way, and when it 
comes into the hands of the last player in the line he 
runs with it to the captain. The team whose runner 
first reaches the captain wins. 

This may be made a relay race by requiring each 
end man, when he has run to the front, to pass the 
bag back until the captain again reaches the head. 

Partners 

Divide the school into two rows, opposite players 
being partners; or have every two pupils face and op¬ 
posites become partners. Exchange bean bags with 
partner by tossing with the right hand, the left hand 
back. When the bag falls to the floor, both players are 
seated. Sometimes change to tossing with the left 
hand, right hand back. The couples who remain 
standing at the end of a certain time (three or five 
minutes) win. 


194 FOUR HUNDRED GAMES 

Snatch 

The players stand in two opposing lines within easy 
tossing distance, and toss a bean bag back and forth, 
beginning at one end and ending at the other. The 
snatcher, who is chosen from each side in turn, stands 
between the lines and tries to snatch the bag when 
tossed by the enemy's line. Each time he succeeds, 
one is scored for his side. If he fails to catch the bag 
at all during its passage down the lines, his side loses 
five. The first player on the other side takes his place 
as snatcher, and the game continues. The winning 
side is the one which has the higher score at the end of 
a given time. 

Target Toss—I 

The children in the lower grades enjoy throwing 
balls or bean bags to each other or at some goal. Com¬ 
petition aids in each one’s trying to do his best. 

Target Toss is a splendid game of this type. A tar¬ 
get should be made for every five or six children so 
that they may be kept active. Too many children in 
one group allows too long a time between turns for 
each child. The circles may be counted 1, 2, 3, 4; or 
10, 20, 30, 40, or 10, 15, 20, 25. The distance that each 
child stands from the target may be varied, according 
to the ability of the children. It may become greater 
with practice. Three bags make a good number for 
each turn. As each child finishes his turn he picks up 
the bags for the next one. The player having the high¬ 
est score wins. 

Target Toss—II 

Any even number of children may play. Two cap¬ 
tains are chosen and they in turn choose the mem¬ 
bers of their teams. Three concentric circles are 
drawn upon the ground or floor. The inner one 


BEAN BAG GAMES 


195 


should be about one foot in diameter, the middle one 
about twenty inches, and the outer one about one 
yard. 

From ten to twenty feet from these circles a square 
is drawn large enough for one child to stand in. Be¬ 
tween the circles and the square the two teams line 
up in two rows facing each other and about five feet 
apart. The two captains should stand near the 
square. Then in turn, beginning with the captains, 
the members of the teams stand in the square and 
toss three bean bags into the circles. If*a bag lands 
within the inner circle it counts ten; if it lands with¬ 
in the middle circle it counts five, and if it lands with¬ 
in the outer circle it counts one. Each child as soon 
as he has tossed, runs to the place where the bag 
landed, announces the point made, tosses the bag 
back to the next player, who in the meantime has 
taken his place in the square, and takes a place at 
the end or foot of the row near the circle. The team 
having the largest score when all have played wins. 


Other Bean Bag Games 

All Run 
Ball Chase 
Ball-Passing Relay 
Ball Puss 
Ball Stand 
Ball Tag 

Bird, Beast, or Fish 
Blind Target 
Bombardment 
Call Ball 
Captain Ball 


196 


FOUR HUNDRED GAMES 


Circle Ball—II 
Circle Crisscross 
Center Base 
Circle Straddle 
Corner Ball 
Corner Spry 
Crisscross Ball 
Dead Ball 
Dodge Ball 
Dog 

Drop the Handkerchief 

Duck on a Rock 

Exchange Relay 

Hide the Ball 

Huckle, Buckle, Bean Stalk 

Jump the Shot 

Line Ball 

Over and Under 

Pass Ball 

Poison 

Pursuit Relay 

Ring Call Ball 

Run and Throw Relay 

Smuggling the Geg 

Snake in the Grass 

Snatch the Handkerchief 

Squirrel and Nut 

Stand Ball 

Stool Ball 

Teacher Ball 

Touch Ball 

Whip Tag 


BALL GAMES 

Probably the ball is the most useful piece of apparatus 
on the playground, especially among those groups of older 
boys and girls who are beginning to enjoy team play. 
There are so many good ball games that it seems a pity to 
have the desultory fooling with the ball, or the painful 
attempts at playing baseball with an insufficient team that 
may often be witnessed on the playground. The teacher, 
then, needs to know and teach other ball games. She 
need not participate, for in these games as in few others, 
the children will play alone, but participation in ball 
games seems to make a teacher especially popular. 

It is highly desirable that a careful selection of balls 
be made. Such a selection will increase the number of 
games possible in varying environments. With the de¬ 
scription of each game is noted the kind or kinds of ball 
best suited to the playing of the game. A brief descrip¬ 
tion of the balls is given here. In most cases measure¬ 
ments are approximate. 

Baseball. The regular size is about three inches in di¬ 
ameter; weight about 5 oz. Cost of good balls, from $.50 
to $1.50. Cheaper ones may be had. The use of this ball 
is too well known to need further description. 

Basket ball. 9 in. in diameter; 18 oz. in weight; cost 
about $5. This ball is useful where a larger ball is need¬ 
ed. Older boys and girls especially like this ball. 

Gas ball. This is the toy balloon so much liked by chil¬ 
dren. It is extremely useful for the schoolroom, or in 
other rooms where damage is possible with a harder ball. 
Some games, as Balls and Funnels, demand these light 
balls. 


198 FOUR HUNDRED GAMES 

Handball. About 2% in. in diameter; weight about 2% 
oz. Varying prices and qualities are found. This is a 
very useful ball, especially for indoor work, and ought to 
be included on any list. 

Indoor baseball. This is larger than the regular base¬ 
ball, and more elastic. About 5 in. in diameter; weight 
about 8 oz. A very useful ball. 

Medicine ball. This is the heaviest ball used for the 
games here mentioned. Sizes vary, a small one being 
about 10 in. in diameter, and weighing about 5 pounds. 
It is a rather expensive ball, costing from $5 to $15. Oat 
sacks are a good substitute. The large balls of this sort 
provide very good exercise. 

Playground ball. About 4 in. in diameter, weight about 
8 oz. It is larger than a baseball, smaller than an indoor 
baseball. A good ball for ordinary games. 

Rubber balls. Soft rubber balls of medium size are 
good, and cheap. They are excellent for schoolroom use, 
and may be had in varying degrees of hardness. 

Tennis ball. This is a good ball for many games. It is 
small and not too hard. About 2 1 /2 in diameter and 2 
oz. in weight. By the dozen, they are priced at about $4.00. 

Volley ball. Children also like the volley ball, which is 
smaller than the basket ball, being about 8 in. in diameter 
and 9 to 12 oz. in weight. It costs from $2.50 to $4.00. 

The ball equipment will be determined by the ages and 
number of pupils as well as by the financial conditions. 
The following list is intended to suggest the order of im¬ 
portance of the various balls. 

Handball 

Soft rubber ball or tennis ball 

Playground ball 

Volley or basket ball 

Baseball 

Gas ball 

Medicine ball 


BALL GAMES 


199 


All Run 

Playground ball; handball; indoor baseball; rubber 
ball . 

All the players gather in the center of the room. 
To start the game, a leader in the center bounces a 
ball about the size of a tennis ball, whereupon the 
other players run away from him in any direction. 
The leader catches the ball and calls “Halt!” The 
others must instantly stand still. The leader then 
tries to hit some one with the ball, and if he succeeds, 
the one whom he hits must run after the ball while 
the others run away from him. This is continued as 
long as the one with the ball succeeds in hitting some 
one else. If no one is hit, all go back to the center 
and the one who threw the ball bounces it, thus be¬ 
ginning the game again. 

Ball Chase 

Basket ball; playground ball; indoor baseball . 

The players place their caps in a row or dig a 
series of holes in the ground in a straight line. All 
stand at a point ten or twenty feet from these and a 
player chosen as thrower tries to toss a ball into one 
of the caps. As soon as he succeeds, all must chase 
the one into whose cap the ball was thrown. The 
pursued player dodges behind as many obstacles as 
possible and tries to get back to his place before he 
is tagged. If he succeeds he is safe, and the one who 
threw first must throw again, but if he is caught, he 
becomes the thrower. , 

Ball Hustle 

Basket ball; playground ball; indoor baseball . 

The players are divided into two teams, each with 
a captain. Each team stands in single file, the play- 



Ten Different Kinds of Balls for Play Use 
Back Row— Medicine Ball, Volley Ball, Basket Ball, Football. 

Front Row— Gas Ball, Playground Ball, Baseball, Tennis Ball, Handball, Golf Ball. 










BALL GAMES 


201 


ers’ feet wide apart. Lines must be perfectly straight. 

The captain toes a line at the front and puts the 
ball in play by passing it back between his feet. The 
ideal pass will send the ball to the end of the line, 
but this requires skill. Players may aid the ball in 
its passing. If the ball stops, or leaves the line, the 
first player behind the ball must put it in play again. 



Ball Hustle 


When the ball reaches the end of the line, the rear 
player picks it up, runs with it to the front of the line, 
toes the goal and passes the ball back. The line 
moves back automatically each time. This goes on 
until every player has passed the ball from the front 
of the line. The team that first accomplishes this 
wins. 

This is a splendid game, training in calmness un¬ 
der stress. It is equally enjoyed by boys and girls, 
but in playing it, bloomers for the girls are almost 
essential. 











202 FOUR HUNDRED GAMES 

Ball Passing: Suggestions 

Any ball 

By varying the methods of passing the ball, and 
making different formations, very interesting games 
may be evolved. Some suggestions as to passing: 
With both hands; with right hand; with left hand; 
with right hand around body to the left; left hand 
around body to the right; over either shoulder; over 
head; tossing, throwing, batting, bounding. An old 
game may be made to appear new by introducing 
these different passes. The common formations are 
the circle and the line. Variations are possible with¬ 
in these formations: simple, double, or triple pass¬ 
ing; individual, team, or relay work. 

Circle (Simple Passing) 

In this the leader starts a ball, passing it to the 
right. It is passed around the circle as rapidly as 
possible, and at a signal is sent in the opposite di¬ 
rection. 

Variation I ( Spin-around) 

Each player, upon receiving the ball, runs around 
the circle with it, before passing it to the next player. 

Variation II ( Run-around ) 

Each player, upon receiving the ball, runs around 
the circle with it before passing it to the next player. 
For other variations of Simple Passing see Pass. 

Simple Passing—Teams 

With team play, the players in the circle number 
by twos or threes. The leader of each team 
starts a ball, which is passed only to members of that 
team. Sometimes the teams wear distinguishing col¬ 
ors or marks. If bean bags are used, these may be 
of different colors. 


BALL GAMES 


203 


The teams may play the variation given under 
Simple Passing and some others: See Circle Criss¬ 
cross, Bean Bags with Partners. 

Ball Passing Relay 

Any ball . 

Two or more teams form in files, one player stand¬ 
ing behind the other facing the goal. The last play¬ 
er of each line is provided with a ball. On signal, 
the last person runs forward, joins the line in front 
and passes the ball back in some agreed upon man¬ 
ner. When the ball reaches the end of the line, the 



Ball Passing Relay 


last player runs forward to the front and passes the 
ball as before. The line whose original leader first 
succeeds in running from the end to the front of the 
line with the ball, wins. Different methods of pass¬ 
ing the ball make the game more interesting—passing 
the ball between the legs, passing it alternately down 
the line, first over the head, then between the legs, etc. 
















204 FOUR HUNDRED GAMES 

Ball Puss 

Basket ball; handball; indoor baseball; rubber ball. 

The players stand at various points, as in Pussy 
Wants a Corner. As in that game, they beckon to 
each other, and exchange places whenever they get 



Ball Puss 


an opportunity. The one who is “it” watches the 
exchanges and tries to hit with a ball some one who 
is moving to a new goal. If he succeeds, the one who 
is hit becomes “it.” 

Ball Stand 
(Burley Whush) 

Indoor baseball; playground ball; rubber ball; hand¬ 
ball. 

The players stand about fifteen feet from a wall 
or roof. One chosen as thrower tosses a ball against 
the wall or upon the roof, at the same time calling the 











BALL GAMES 


205 


name or number of another player. The one called 
tries to catch the ball as it falls, and all the other play¬ 
ers run as far away from him as they can. If 
the player called catches the ball before it has touched 
the ground, the thrower tosses the ball again and calls 
another name. This is done until some player fails to 
catch the ball before it touches the ground. He must 
then go after it. When he has secured the ball, he calls 
“Stand!” Thereupon all the runners must stand per¬ 
fectly still. The holder of the ball then takes aim and 
tries to hit one of the players with it. If he is success¬ 
ful, the player so hit cries “Hit!” and becomes throw¬ 
er, all returning to the goal as in the beginning. 

If the holder of the ball fails to hit anyone, he be¬ 
comes thrower. At no time may the players go entire¬ 
ly out of sight, although they may run as far as 
possible. 

Division into teams, and scoring, make this game 
an especially good one. Each successful catch or throw 
counts two for the side making it; each failure to catch 
the ball or to hit a player counts one for the opposing 
side. Innings give the teams their turns to start the 
game. 

Ball Tag 

Handball; indoor baseball; rubber ball. 

The player who is “it” has a ball which he throws 
at the other players. Anyone whom he hits becomes 
“it.” There is no goal—safety consisting in dodging 
the ball. Whenever a thrower fails to hit the per¬ 
son at whom he aims, the players near whom the ball 
falls may return it to the thrower, or a playground rul¬ 
ing may be that he pick it up himself. 

The game is enlivened by having two or three throw¬ 
ers, and so, two or three balls to be dodged. 


206 FOUR HUNDRED GAMES 

Bound Ball 

Volley ball. 

Bound Ball is like Volley Ball (see page 232) except 
that a lower dividing line is used, and the ball is put 
in play from a bound. It could be used by younger 
children in a simplified form. The point to remember 
is that the ball should be kept bounding,—always put 
in play, or returned, after a bound. Dribbling- 
bounding until a good batting position is reached—is 
permitted. A ball going out of bounds or dead, that 
is that has been played without bounding, must be re¬ 
turned to the server. Any other ball may be played 
upon by any player of the team towards which the ball 
is directed. 

Scoring is as follows : 

Failure properly to strike the ball (from above, with 
open palm)—1. 

Failure to bound the ball, before playing it—1. 

Failure to return a good serve—1. 

It is entirely a defensive scoring. The side first 
scoring twelve fouls loses the game. A referee is 
desirable. 


Boundary Ball 

Basket ball; indoor baseball; playground ball. 

This is a good game to play with a basket ball when 
nets are not available. A field about twenty by fifty 
feet is necessary. This is marked off by five different 
lines—a center line, goals on each side of it, and rear 
boundary lines ten feet farther back. 

The players form two teams. The teams line up on 
either side of the center line and about ten feet from 
it. They toss up the ball for the first play. The object 
of the game is to put the ball over the rear boundary 
line of the opponent's territory. One point is scored 


BALL GAMES 207 

each time the ball is thrown over this rear line, but a 
ball which rolls across the line is not counted. 

Each team, of course, tries to prevent the ball's 
crossing its rear line. Individual players may come 
forward from the original 
line-up to catch the ball, but 
the line may not take a per¬ 
manent advanced position. 

Players may step back of the 
first line also, but if the ball 
is caught back of the original 
line, the whole line must take 
that place as its position. The 
line may not go forward until 
the ball is caught at an ad¬ 
vanced point again. Since 
the line-up is at a disadvan¬ 
tage near the rear boundary, 
it becomes a secondary object 
of the game to force and keep the opposing side close 
to its rear boundary. Players may not step over the 
boundary line. Ten points constitute the game. 


Rear Boundary 

Goal Line 

Team A 

Center Line 

Team B 

Goal Line 

Rear Boundary 

Boundary Ball 


Bombardment 

Basket ball; playground ball. 

This is a good game for a large number of players 
and for those who are not ready for the observation of 
fine points of play. Each team is divided into two' 
groups,—the guards and the bowlers. Each guard 
has a tenpin or Indian club set up beside him, each 
bowler has a ball. The guards stand on their rear goal 
line and guard the pins, and pass the balls which come 
within their reach to the bowlers. The bowlers stand 
between the guards and the center line, and throw, or 






208 FOUR HUNDRED GAMES 

bowl, to knock down the pins of the opposing team. 
Each pin that falls, on either side, counts one for the 
opposite side, whether it has been hit with the ball or 
accidentally knocked down by its own guards. The 
game is played in halves of ten minutes each, and the 
team with the highest score wins. 

Blind Target 

Rubber ball; handball; indoor baseball. 

The “target” stands at a distance of from ten to fif¬ 
teen feet from the line-up of the other players. His 
back is turned to them. He counts ten and at the count 
of ten, one of the players throws the ball. The target 
turns and guesses who threw the ball. If his guess is 
correct the thrower becomes the target. If he does not 
guess correctly, he must be target again. If the throw¬ 
er misses, he becomes target. 

Captain Ball 

Basket ball; indoor baseball; playground ball. 

The players are divided into two teams. Each team 
is composed of a captain, from three to five basemen, 
an equal number of guards, and one or two fielders. 
The captains face each other in the center of the field. 
In the circles, which are from four to five feet in diam¬ 
eter, stand the basemen, each covered by a guard from 
the opposing team. Thus the B captain’s basemen are 
in the circles on his side of the field, and his guards are 
outside the circles in which the A basemen stand. 

The guards may move freely around the circles, but 
must keep within a three-foot distance. To start the 
game, a ball is tossed up between the captains by a 
third person, who is neutral. The captain who catches 
it tosses it to one of his fielders. This fielder passes 
it on to another of his team, either a guard or a base- 


BALL GAMES 


209 


man, if he is near one, or if the way is clear between 
them. The ball must pass through the hands of two 
basemen in successive plays before it can be tossed to 
the captain. A point is scored when the ball reaches 
the captain and also when a ball makes a complete cir¬ 
cuit of the basemen. It is the duty of the guards to 



®B 

®A 

®A 



*A 


®* 

@ © 

© 

< 


*& 

*A 


®‘ 

*® ®* 

“CP CAPTAIN BALL U- 

A© 


intercept any play so as to gain the ball, and it is then 
sent through the hands of other guards or fielders to 
the nearest baseman of their team; then on to a second 
baseman, who tosses it to his captain. The team first 
scoring fifteen points, or the team having the higher 
score at the end of a certain time wins. 

NOTE: With fewer players the two fielders on each side 
may do the work of passing the balls and guarding basemen. 

Center Base 

Handball; indoor baseball; medicine ball; rubber ball . 

The children stand in a single circle all facing the 
center with a distance of from three to five feet be¬ 
tween every two children. One extra player stands in 
the center. He tosses a ball to anyone in the ring and 
immediately runs outside of the circle. The one to 
whom the ball was thrown must catch it, run to the 
center, place the ball on the ground, and chase the one 
who threw the ball to him. If he succeeds in tagging 
him before he can get back to the center, the first 





210 FOUR HUNDRED GAMES 

thrower must throw again to some other player. If 
the first thrower succeeds in reaching the center again 
safely, he takes his place in the ring and the pursuer 
must take his place in the center and toss the ball. 
Thus the game is continued. 


Center Base—Placing the Ball 
Circle Ball—I 

Gas ball; handball; indoor baseball; rubber ball. 

Children form a circle around a player in the cen¬ 
ter. The ball is thrown from one to another in the cir¬ 
cle, with the center child trying to intercept it. If he 
catches it, the child who throws it must be “it.” If a 
child in the circle muffs the ball, he must be “it.” The 
ball should be in action constantly, and its moves 
should be unexpected. 

Little children enjoy playing this when seated in a 
circle. In this case the ball is rolled. 













BALL GAMES 211 

Circle Ball—II 

Volley ball; basket ball. 

The most satisfactory number of players for this 
game of Circle Ball is sixteen. The diagram illustrat¬ 
ed is made as follows: First draw a circle 4% feet in 
diameter. Then draw four circles, each 4 feet in diam- 

A 

I 

I 

I 

I 

I 


3 



eter, around this circle, the circumference of each 
touching the circumference of the first circle. The 
players are divided into two even teams, as A’s and B’s. 
There are two innings of fifteen minutes each. One 
player from each side throws the ball toward the cen¬ 
ter of the large circle. Whichever places it nearest the 
center has the first inning. Suppose the B man has the 
better aim. In this case, an A man takes position in 
each of the four circles. The other four A men (field- 






212 


FOUR HUNDRED GAMES 


ers) are stationed about six feet outside the circles. In 
the center circle is a B man. He is there to catch the 
ball if it falls into his circle and return it to the B man 
who started the game (see diagram) by throwing up 
the ball. If the ball does fall in the middle circle it is a 
foul and scores one point for the A’s. After every foul 
the play is restarted. Three B players do not play in 
this inning. One of these is score-keeper, another is 
umpire, the third, who stands halfway between any 
two of the A fielders, starts the game. The other four 
B men are guards, one standing outside each of the 
four circles. The fielders may go anywhere they please 
outside the circles. So may the guards, though the 
best policy is for each to stay near the man and circle 
he is guarding. The men in the circles must not step 
outside of them. To step in or out of a forbidden circle 
is a foul. The A men endeavor to catch the ball as 
often as possible and the B guards try to bat it away 
with their hands. When the ball is caught by an A 
man in one of the circles two points are scored by that 
side. For a guard to catch a ball, or to guard another 
circle beside his own, is a foul. 

Crackabout 

Handball; indoor baseball; playground ball, rubber 

ball. 

Boys enjoy this lively game. One player has a ball, 
and the others scatter. He throws the ball at one of 
the players, at the same time calling “Crackabout !” 
At that, all of the players rush for the ball, the one 
who catches it becoming the next thrower. The others 
scatter again immediately, to avoid being hit. They 
return again, at his call of “Crackabout!” It is an 
honor to be tosser, but to insure against a player 


BALL GAMES 


213 


“waiting around” to catch the ball, it is ruled that 
being hit three times puts a player out of the game. 
If the player catches the ball in his hands, it does not 
count against him. 


Circle Crisscross 
(Circle Zigzag) 

Handball; Indian baseball; rubber ball. 

Crisscross or zigzag plays are splendid for develop¬ 
ing alertness and concentration. Many of the ball and 
bean-bag games may have the crisscross feature and 
so be made more difficult and more interesting. 



Circle Crisscross is an example of these possibilities. 
A double circle is formed. Players in each circle num¬ 
ber by twos. The circles face each other so that Num¬ 
ber One players in the outer circle face Number Two 
players in the inner circle. The first Number One in the 





214 FOUR HUNDRED GAMES 

outer circle and the first Number Two in the inner cir¬ 
cle have each a ball. At a given signal these players 
start their respective balls in a zigzag line from one 
circle to the other, the Numbers One in the inner circle 
throwing to the Numbers One in the outer, and the 
Numbers Two in the inner to Numbers Two in the 
outer. The balls may be sent in the same direction or 
in opposite directions. The Number One group or the 
Number Two group wins, according to which first com¬ 
pletes the circle twice. 

Many variations and adaptations are possible. More 
than one ball may be put in play by each team. Differ¬ 
ent methods of passing the ball may be specified. If 
bean bags are used, each team may have a distinctive 
color, and this is helpful. 

Corner Spry 

Handball; indoor baseball; playground ball. 

The players are divided into four groups, each with 
a captain. The captains stand in the center of the 
playing space facing their respective groups, who 
stand in the four corners of the space. At a signal 
each captain throws or tosses a ball to the first player 
of his group. The player returns it to the captain. 
The captain throws to the next, who returns it, and so 
on, until all but the last player have caught the ball 
from the captain and returned it to him. As soon as 
the last player has received the ball, the captain cries 
“Corner Spry!” The first player in line runs up to take 
the captain’s place and receives the ball from the last 
player who has been holding it, the old captain takes 
the last place in the line and the game goes on as be¬ 
fore. With each change of captains the line moves up, 
and that line whose first captain first returns to his 
original position wins the race. 


BALL GAMES 215 

Corner Ball 

Handball; playground ball; indoor baseball. 

The ground is marked off in halves. At the far¬ 
ther corners of each 

half, squares goals 
are marked. The 
players, divided into 
two equal teams, line 
up on their respective 
sides and each side 
sends two goal men to 
the opposite court, 
one for each square. 

The object of each 

side is to throw the 
ball to one of its own 
goal men. Each ball 
caught by a goal man 
counts one for his 

side. Each side, of Corner Ball 

course, tries to keep its goals protected. Twenty 

points is the game. 


□ 

X 

Team A 

□ 

X 

0 

0 0 0 0 

0 

0 

oooo 

0 


Team B 


X 

□ 


X 

□ 


Curtain Ball 

(Newcomb) 

Basket ball; playground ball. 

This game requires a screen of some kind. A high 
board fence is excellent. It is quite possible in many 
places to provide a screen by stretching large pieces of 
cloth, on ropes, between trees or high posts. When 
this is done, the players, divided into teams, line up on 
their respective sides of the curtains. The game is to 
throw a basket ball over the curtain so that it will 
touch the ground or floor of the opponents’ goal. They, 
in turn, try to catch the ball. The teams throw alter- 




216 FOUR HUNDRED GAMES 

nately. Whenever a ball lands on the ground, the 
throwing side scores one. Ten points is the game. 

There are no restrictions as to the manner in which 
the ball may be thrown and there is a happy element 
of surprise in the fact that the ball may come sailing 
far past the curtain line or may drop gently over the 
top. For scoring it is advisable to have a referee on 
each side of the screen, unless there is a space below 
so that one referee can watch both sides easily. 

Cup Star 

Volley ball; indoor baseball. 

Cup Star may be played with five or nine players on 
each of two teams. Each team appoints one of its men 
captain. The playground diagram for this game is 
drawn as follows: a circle, called the cup, is drawn 8 
feet in diameter. Another circle is drawn around the 
cup, 6 feet away, making the outer circle 20 feet in 
diameter. The outer circle is divided into four equal 
parts if five play, into eight if nine play. From the 
points of division, lines 20 to 25 feet in length are 
drawn directly out from the outer circle. If the A 
team is in, an A player is placed in each space between 
the lines. These players cannot step over any line or 
into the outer circle. The A captain is placed in the 
cup. He cannot step outside. Eight of the B players 
are placed as guards between the two circles. They 
are not allowed to step over the circumference of 
either circle. 

When the game begins the B captain takes the ball 
to a point five feet from the outer circle, on any one of 
the dividing lines, and throws it into the air. If the 
ball falls into either of the circles it is thrown a^ain. 
If not, one of the A players gets it and throws it to- 


BALL GAMES 


217 


ward his captain. The aim of the A’s is to get the ball 
into their captain’s hands or into the cup. If the cap¬ 
tain catches the ball and holds it, two points are scored 
for the A’s. If an A player drops the ball into the cup 
one point is scored for his side. The B players try to 
keep the ball away from the A captain and the cup by 
batting it with their hands. If a ball is batted back. 



an A player gets it and throws it toward the captain 
again. Thus the game goes on until the captain 
catches the ball or it lands in the cup, or a foul is called. . 
The B captain then takes the ball and starts the play 
as before. At the end of ten minutes the B’s take their 
inning. Any agreed-upon number of innings may be 
played as a game. The side scoring highest wins. 

If any of the guard players catches the ball it is a 







218 


FOUR HUNDRED GAMES 


foul and scores one for the other side. If the ball falls 
in the space occupied by the guards or if any player 
steps over a forbidden line the umpire calls a foul. A 
player may either run with the ball or throw from 
position, and the ball may be thrown from one player 
to another before it is thrown to the captain. 

Circle Straddle 

Basket ball; playground ball. 

The children stand in a circle, feet wide apart. One 
child stands in the center, and tries to throw the ball 
between the feet of one of the circle players. If he 
succeeds, that player leaves the circle. The one stand¬ 
ing longest wins. 

With little children, the child between whose feet 
the ball is passed may become the one to throw the balh 
With older players, each one should be obliged to guard 
the space at his right, and to keep the ball from being 
sent between him and his neighbor. In doing this, the 
player must use only his hands, not changing the posi¬ 
tion of his feet in any way. 

Crisscross Ball 

(Line Zigzag) 

Handball; indoor baseball; rubber ball. 

1. Four ranks. 

The players line up in four ranks, each two ranks 
composing one team and facing each other. One ball 
or bean bag is held by the end man on each team. On 
“ signal the balls are passed zigzag up the respective 
lines and back again. The team first returning the ball 
to the first player wins. 

2. Two ranks. 

If there is not too large a number of players, there 


BALL GAMES 219 

may be only two lines. In this case have two balls in 
operation, starting from opposite ends of the lines and 
going in opposite directions. The last player may toss 
the ball into a ring or basket. 

Clock Golf 

Any small hard ball. 

For this game an open space twelve feet in diameter 
is required. In the center a can is sunk into the 
ground; around the circumference of the circle stones 
are placed to represent the numerals on the face of a 
clock. Each player is provided with a stick and a ball. 
A baseball, tennis ball, croquet ball, or the like may be 
used. Each player in turn starts with his ball on the 
numeral One and tries to knock it into the can, using 
as few strokes as possible. On the second turn the 
players start from Two. The object of the game is to 
complete the course in as few strokes as possible. 

This is also a good game for a solitary player who 
tries to improve his own record. 

Dodge Ball 

Basket ball; volley ball. 

The players are divided into two teams of equal 
number. One team forms a circle; the other team 
groups itself anywhere within the circle. The object 
of the game is for the outer circle team to hit the 
players of the inner circle team with the ball. A play¬ 
er so hit is “out” and must leave the game, or join the 
circle, whichever the players agree upon before begin¬ 
ning the game. Only one player can be hit on a thrown 
ball. The ball must hit the player before striking the 
ground. If individuals are competing, the last player 
to remain in the center is considered winner. 

A player on the outer team must not step within the 


220 


FOUR HUNDRED GAMES 


circle when throwing; if he does so and an inner play¬ 
er should be hit it does not count. He may step inside 
of the circle to recover the ball but must step outside 
before throwing at opponent. The inner team must 
not step out of the circle under penalty of being out of 
the game. The inner team does not play the ball,—it 
only dodges it. The dodging may be done by step¬ 
ping quickly in one direction or another. 

For match games a referee is necessary. The game 
is then played in innings, two three-minute periods or 
innings being allowed each team. One point is scored 
for each member of the team remaining in the circle at 
the expiration of the time limit. Should all members 
of the side be retired before the expiration of the time 
limit in both innings, the team remaining in the cir¬ 
cle the longer period wins. The fact that one team re¬ 
mains in the circle longer in either inning does not 
change the final score. The team which has had the 
greatest total number of members remaining in the 
circle at the expiration of both innings wins. 

Dead Ball 

(A Variation of Toss Ball) 

Gas ball; rubber ball. 

Light gas balls are preferable for this game, but two 
or three small bean bags will answer the purpose. The 
children scatter about the room. Some stand in aisles 
or between seats and desks; others in the open area 
at the front of the room. When all are ready, the 
teacher or some chosen pupil puts the balls or bags 
into play by tossing them upward, one at a time, so 
they will land in different parts of the room. Each 
player, as opportunity affords, tries to catch a ball, but 
he must not leave his place to do so. Each player mak- 


BALL GAMES 


221 


ing a catch immediately tosses the ball or bag up in 
the same manner toward another player. A ball must 
always be tossed, not thrown. Any player who fails 
to catch a ball or who is hit by it is “dead”; that is, 
out of the game, and must sit down. The victor is the 
one who remains standing longest. 


Kick Ball 

Football. 

Two teams stand in line facing each other. The 
football is placed in the center space. The captains 
kick the ball, each trying to send it toward the other’s 
goal. Each line acts as a unit (hands clasped) in keep¬ 
ing the ball from its own goal and sending it over the 
other’s goal. The side sending it over the other’s goal 
scores two points. 

With younger children, the ball may be passed back 
and forth over a center line, eliminating the captains. 


Line Ball 

Handball; indoor baseball; gas ball; rubber ball. 

The children sit in their seats, an even number in 
each competing row. One player from each row stands 
on a line drawn a short distance from the front black¬ 
board. Each child in turn takes his place on a line 
even with the front seats, and catches or returns the 
ball, when it is thrown to him by the leader. The row 
in which this is first accomplished is the winning row. 
The game may be varied .by bounding the ball or by 
using different methods of catching—both hands, one 
hand, palms upward, palms outward, etc. The game 
affords excellent practice in handling the ball. 


222 FOUR HUNDRED GAMES 

Mount Ball 

(Horse and Rider; Pony and Rider) 

Basket ball; indoor baseball; playground ball. 

This game is much liked by the boys. They are 
equally divided, half being “horses,” the other half 
“riders.” The riders, on the backs or shoulders of the 
horses, pass a basket ball among themselves. When 
one misses (muffs) the ball, all must dismount and 



Mount Ball 


run. The horses run to get the ball and the one getting 
it cries “Halt!” The horse who has the ball must 
throw it from where he picks it up, in the endeavor to 
hit a rider. The riders may evade the ball by dodging 
or twisting, but may not change their location. If a 
rider is hit, all of the horses and riders exchange 
places, the riders becoming horses, and the former 
horses becoming riders. If the horse misses, the rid¬ 
ers resume their original places and the game con¬ 
tinues as before. 










BALL GAMES 223 

Over and Under 

Any ball. 

This is a combination of two other passing relays— 
the Overhead Relay and Ball Hustle. Players form in 
files, as usual. On signal the leaders pass overhead 
the ball or bean bag. The object goes down the line 
overhead. The leader counts ten after he has passed 
the first ball, and then starts another; this time pass¬ 
ing it as in Ball Hustle. When the last player has re¬ 
ceived both balls, he runs to the head of the line, and 
puts the ball in play as before. This goes on until each 
player has passed the balls. The line finishing first 
wins. This game is more complicated than the other 
forms, and provides excellent exercise. 

Pig in a Hole 

Basket ball; playground ball; baseball. 

The requirements for this game are a fair-sized ball, 
such as a basket ball; a stick about three feet long for 
each player; a large circle marked out, with a hole in 
the center for the ball, measuring twelve or fifteen 
inches in diameter, and smaller holes about four inches 
in diameter around the circumference marking the po¬ 
sition of each player. There is one less hole than the 
number of players, and there should be several feet be¬ 
tween each two players so that they may move freely. 
If desired, the game may be played in a gymnasium, by 
drawing chalk marks on the floor to correspond to 
the holes. 

The game begins with all the players standing 
around the center hole with their sticks under the ball. 
On signal they lift the ball with their sticks, and each 
runs to put the end of his stick in one of the small 
holes. The player who does not secure a hole must 


224 


FOUR HUNDRED GAMES 


drive the ball (pig) back into the center hole. The 
other players try to prevent this by knocking the ball 
away with their sticks. The center player also takes 
advantage of any opportunity to place his stick in one 
of the empty holes left in the circle. If he does that, 
the player without a place must try to drive the pig 
into the center hole. 

Co-operative playing makes this a very interesting 
game. The circle players always work against the 
center player. The players may change their positions 
in the circle at any time in their efforts to keep the pig 
out of the hole. The center player who succeeds in 
putting the pig into the hole wins the game. 

Pursuit Relay 

Any ball. 

Players line up so that each team forms one side of 
a hollow square. The player at the right end of each 
line holds the ball. On signal each man runs to the 
right, around the other team, and back to his place. 
He gives the ball to the next player in line, who im¬ 
mediately starts out over the same course. If a runner 
overtakes and tags a runner of the other side, he wins 
the game for his side. 

Pass Ball 

Any ball. 

This game is especially valuable in that it presents 
intricacies and difficulties, while requiring a minimum 
of material. 

A circle is formed in which players are counted off 
by twos. A player whose number is One holds one 
ball, and a player who is numbered Two, at the oppo¬ 
site side of the circle is given another ball. At a given 
signal the players start passing their balls to the left, 


BALL GAMES 


225 


the first ball being tossed or passed to the Ones, the 
second ball to the Twos. The object of each group is 
to overtake and pass the ball of the other group. Five 

/ 



Pass Ball 


points are allowed for each time that this happens, and 
the game is fifty points. Each time after a “pass” has 
been made the balls are put in play again. When 
great skill has been attained, three balls and three di¬ 
visions may be used. 

Roly Poly 

(Box Ball; Hat ball) 

Baseball; playground ball. 

All the players except one line up, with the space of 
one foot between them. Each places his cap on the 
ground in front of him, or each may dig a small hole 
in front of where he stands. A base line is parallel to 
the line-up and about twenty feet distant from it. 


226 FOUR HUNDRED GAMES 

Each player has a number of pebbles. The player 
chosen to be the first roller, rolls the ball from the base 
line, trying to get it into one of the caps. If he suc¬ 
ceeds all the players scatter, except the one into whose 
cap the ball has fallen. He must pick up the ball and 
cry “Stop!” Thereupon the runners halt, and he 
throws the ball at one of them. If a player is hit he be¬ 
comes roller and the game goes on. 

Scoring is done as follows: Whenever a player is 
hit by a ball, or when the ball is sent into a player’s 
cap, he must put a pebble into his cap. Failure to send 
the ball into a cap or to hit a player when throwing the 
ball, demands a pebble in the cap. The number of 
trials is unlimited, but each failure exacts one pebble. 
The player having the fewest pebbles when the game 
is finished, wins. Or, when a player has accumulated 
ten pebbles, he may be considered out of the game or 
“punished” in some way. 

Ring Call Ball 

Any ball. 

The players stand in a single circle, facing the cen¬ 
ter. One stands in the center with a ball. He throws 
the ball into the air, at the same time calling the name 
of anyone in the ring. The one whose name is called 
runs into the center and tries to catch the ball before 
it bounces more than once. If he succeeds he may 
throw the ball into the air, calling another name, but 
if he fails he must return to the ring and the first 
thrower throws again. 

Right and Left Relay 

Any ball. 

The players are divided into teams with a captain 
for each team, and line up as in Ball Passing Relay. 


BALL GAMES 227 

The captains start the ball down their respective lines 
by passing it to the right. The next player passes it to 
his left, the next to the right, and so on. When the ball 
reaches the last man all execute a right-about face and 
pass it back again in the same manner. 

Failure to pass the ball to the left when received 
from the right, and vice versa, constitutes a foul. The 
team wins that first gets the ball back to its captain, 
provided it makes no fouls or makes fewer than its op¬ 
ponents. 

Run and Throw Relay 

Handball; playground ball. 

Teams line up in files about fifteen feet from a rope 
or pole which is ten feet from the ground. On signal 
the leaders run forward, throw the balls under and up 
over the rope or pole, catch them, run back and give the 
balls to the next players. These players do the same 
thing. As each player returns with the ball, he takes 
his place at the back of the line, and the line moves up. 
Each player must continue to throw the ball over the 
line until a successful throw and catch have been made. 
That line wins whose players first make the circuit. 
This may be played with baskets on poles, and so play¬ 
ed affords excellent basket-ball practice. 

Spud 

Any soft ball. 

Players are numbered, as in Call Ball, and the per¬ 
son who is “it” throws the ball up, calling a number. 
The person whose number is called endeavors to catch 
the ball, but all the other players scatter and get as far 
away from the ball as they can. As soon as the “it” 
has possession of the ball, he must call, “Stand!” 
whereupon the rest of the players remain fixed on the 
spot where they happen to be. The “it” must also re- 


228 FOUR HUNDRED GAMES 

main where he is, although he is allowed to take one 
step in any direction. He then tries to hit one of the 
other players with the ball, throwing it at “any one he 
likes,” or “anyone he does not like,” as the leader 
should say. If he succeeds in hitting some one, it 
counts as a “spud” against that player. If the player 
moves either foot in dodging the throw, it also counts 
as a “spud” against him. If the thrower fails to hit 
any player, it counts as a “spud” against him. When 
any player has two “spuds” against him, a penalty may 
be enforced. The following is suggested as a penalty. 

Shot at Sunrise 

The penalized party is stationed facing a tree or wall 
and the other players are lined up at a mark twenty 
feet away. They then are allowed to throw at him. It 
is simplest to begin with No. 1 and have players shoot 
in turn. Anyone failing to hit the “mark” must stand 
behind and cover him with his body; this means that 
the original offender may be struck only once or twice, 
while some subsequent poor marksman may be literally 
“shot to pieces.” Each subsequent shooter who misses 
is obliged to cover as before, and this sometimes re¬ 
sults in a line six or seven deep. The shooting line 
should be moved back to keep it twenty feet from the 
last target. After all the players have had one shot at 
the victim, he throws the ball up and the game pro¬ 
ceeds as before. 

Variation: 

A variation of this game is to have the ball, after it 
is thrown up the first time, remain continuously in 
play, as follows: The one who throws it, if he misses, 
must recover the ball and throw again. If he hits a 
player, this one must recover the ball and call “Stand!” 
as before, and endeavor to hit somebody else. This 


BALL GAMES 229 

continues until some one has three spuds against him, 
and then he is “shot at sunrise.” 

When the playground ball is used, players should 
toss or bowl the ball, and not throw it overhand. 

To prevent roughness, sometimes persons struck 
above the shoulders are not considered as hit. 

Stand Ball 
(Toss Ball) 

Gas ball; rubber ball. 

The players are seated. The teacher or leader 

stands in the front of the room and quickly tosses a 

« 

ball to one of the players, who must stand to catch 
the ball and toss it back to the teacher. A player fail¬ 
ing to do this is out of the game. This game is excel¬ 
lent in training pupils in quickness and accuracy. 

Stool Ball 

Any ball. 

A stool, or box, or similar object (in the schoolroom, 
the wastebasket, inverted) is set out. The defender 
stands beside the stool and tries to prevent the ball 
thrown in turn by the other players from hitting the 
stool. The throwers stand on a throwing line from ten 
to twenty feet distant, and may not cross it. If the 
ball hits the stool, the one who threw it becomes de¬ 
fender. The defender keeps the ball away by batting 
or hitting it with his hands. If a player catches the 
ball as the defender hits it away, that player becomes 
defender. It is an honor to be defender. When play¬ 
ers become very skillful at defending, two or even 
three balls may be put in play. The defender scores 
each time that he bats the ball away, except when the 
ball is caught. The one getting the largest score dur¬ 
ing the whole game, wins. 


230 FOUR HUNDRED GAMES 

Table Football 

Gas ball. • 

The players gather around a table or a sheet stretch¬ 
ed tight, teams on opposite sides. A very light ball (a 
blown egg shell is very good) is placed in the center. 
On signal each team starts to blow, the object being to 
send the ball over the edge of the table on the oppo¬ 
nents’ side. Each ball so sent counts one for the send¬ 
ers. The table or sheet must not be tipped. 

Tether Ball 

Any small, light ball. 

A wooden pole is placed upright so that it stands ten 
feet above the ground. It must be set about three feet 
in the ground so that it will not move during play. A 
black stripe should be painted around the pole six feet 
above the ground. To the top of this pole fasten a 
stout cord seven and one-half feet long. At the other 
end of the cord fasten a tennis ball in a netted cover. 
The ball is struck with tennis rackets in the hands of 
two players. (If it is impossible to have tennis rack¬ 
ets, bats the shape of a racket may be whittled from 
strips of thin wood about the size of a shingle.) 

On the ground around the pole a circle should be 
drawn, about six feet in diameter. The circle should 
be bisected by a straight line twenty feet long. This 
line marks the separation of the territory for the 
players. Two spots should also be marked on the 
ground denoting the places from which the ball is to 
be served. These should be six feet from the pole, at 
the ends of an imaginary line crossing the first line 
at right angles. 

The game consists, on the part of one player, in try¬ 
ing to wind the cord with the ball attached around the 
pole above the line by batting it. The opponent tries 


BALL GAMES 


231 


to interfere and reverse the action of the ball by bat¬ 
ting it in the opposite direction, and, for his part, to 
wind the ball around the pole in his direction. The 
players stand opposite each other with the pole be¬ 
tween them. It should be the aim of both players to 
bat the ball so that it will wind up with one stroke, 
without giving the opponent a chance to bat. If the 
string winds around the handle of the racket, it is a 
foul. It is also a foul for the string to wind about the 
pole below the black mark. Fouls count one against 
the player making them and are deducted from his 
score. Turns are taken, each player having only one 
try unless he is successful, when he has another try. 
A player may not step on or inside the circle about the 
pole. The game is won when the string has been en¬ 
tirely wound around the pole above the limit line. 
The person wins who has the majority of eleven 
games. 


Touch Ball 

Any large ball. 

The players form a close circle. One player stands 
outside of the circle and endeavors to touch the ball 
that is being passed on the inside of the circle. The 
one holding the ball when it is touched becomes “it** 
for the next game. If the ball is dropped, the player 
who drops it becomes “it.” 

Teacher Ball 

(Teacher and Class) 

Any light-weight ball. 

The players who form the “class” stand in a line 
facing a child in front who is the “teacher.” The 
teacher tosses a ball or bean bag to each child in turn. 
When a child misses the ball he takes his place at the 


232 FOUR HUNDRED GAMES 

foot of the line; when he catches it he remains where 
he is. When the teacher misses the ball he takes his 
place at the foot of the line and the child at the head of 
the line becomes the teacher. The ball may be thrown 
underhand the first time, overhand the next time, etc. 
Then it may be thrown in any way to each child but it 
must be returned in the same way in which it is re¬ 
ceived. 

Volley Ball 

Volley Ball. 

This is a good game—worth the effort that may be 
necessary to procure a volley ball and net. It is really 
a hand-tennis. The court is laid off according to space 
available, and the net is stretched across it, with its 
upper edge about six feet from the ground. 

The game begins when a player from one team 
serves the ball by throwing it into the air, and hitting 
it with his clenched fist as it comes down, trying to 
drive it over the net. The server has two trials, as in 
tennis, and if he fails, the other side serves. The 
players on the receiving side return the ball by hitting 
it. Except in serving, only the palm of the hand may 
be used in hitting the ball. The ball is volleyed back 
and forth until it is dropped, or driven into the net or 
out of the court. It may not be held or thrown. It may 
be relayed among the members of a team to get an ad¬ 
vantageous position for putting it over the net. 

Only the serving side scores, and the scoring is done 
on the receiving side’s failure to return the ball or 
keep it in the air. Twenty-one points is the game. 

Other Ball Games 

Animal Target 
Balls and Funnels 
Catch Basket 


BALL GAMES 


233 


Circle Obstacle 
Club Bowl 
Crisscross Relay 
End to End Bean Bag 
Exchange Relay 
Faba Gaba 
Hide the Ball 
Hoop Bean Bag 
Number Toss 
Overhead Bean Bag 
Snatch 

Target Toss—I 
Target Toss—II 


ATHLETIC GAMES 

The classification “Athletic Games” may seem an espe¬ 
cially arbitrary one, since, indeed, any active game may 
be called an athletic game. But we include here those 
feats, contests, and events which require more than an 
ordinary amount of physical ability or endurance. Many 
games of this group are suited to girls, although most of 
them are for boys. This is the section to which the teach¬ 
er will turn when she wants a new game for an especially 
active group. Many of the games partake of the nature 
of stunts, and are well adapted for use on social occa¬ 
sions. 

This section contains material that is helpful for field 
days or athletic meets. When possible, official measure¬ 
ments or specifications are mentioned, as in the Potato 
Race, the jumping contests, and the Indian Club Relay. 
There are included a number of games for Indian clubs 
and for the swatstick,—those for the latter piece of ap¬ 
paratus being used by the courtesy of A. G. Spalding & 
Bros., manufacturers of the swatstick. The swatstick is 
what the name implies,—a stick or club used for swatting 
objects or other players. It must therefore be neither too 
hard nor too soft. Homemade ones may be improvised, 
and will serve the purpose in proportion to their resem¬ 
blance to the real article. In many of the swatstick games, 
strong knotted towels, known as “beetles,” will prove 
good substitutes. 

Satisfactory substitutes for the regulation Indian clubs 
are heavy glass bottles, such as are used to contain soft 
drinks, catsup, and the like. These are available for 


ATHLETIC GAMES 235 

every school and should be supplied as part of the game 
material. 

For convenience this section is subdivided into Con¬ 
tests for Individuals, Team Contests; Jumping; Races; 
Swatstick Games; and Miscellaneous. 


Contests—Individuals 

Dog Fight 

Two players go down on hands and knees, facing 
each other, a three-foot space between them. Over the 
heads of the two is thrown a knotted towel or a strap. 
This should be long enough to encircle the heads of 
both. The contestants must hold their heads well up 
to prevent this from slipping off. The contest is to 
pull the opponent off the mat, or to pull him a given 
distance, say three feet, or to pull the collar from his 
neck. Hands and feet must not leave the floor, of 
course. 

Hand Wrestling 

Two players stand facing each other with right foot 
advanced, clasping right hands. The aim is to cause 
the opponent to move his foot or to touch the floor with 
any part of his body. Variations are possible. 

Hopping Chief 

(Master of the Ring) 

The players stand close together, in a hopping posi¬ 
tion. A circle is drawn around them. At a signal each 
player tries to oust others from the circle. Any play¬ 
er who puts one foot outside of the circle, or who 
touches the other foot to the ground, or unfolds his 
arms or falls down, is out of the game. The player 




236 FOUR HUNDRED GAMES 

left in the circle is master of the ring. This is a stren¬ 
uous game. 

Indian Wrestle 

Two players lie upon their backs side by side, legs 
extended in opposite directions. Their adjacent arms 
are locked. Their adjacent legs are raised and lowered 
twice and at the third raising are locked, each wrestler 
trying to bring his opponent’s leg down in a manner 
which will cause him to change his position. 

Rooster Fight 

A circle four to six feet in diameter is marked out. 
The contestants step into this, and each, grasping his 
own ankles, endeavors to shove the other out of the 
ring. 

A variation requires each contestant to stand on one 
foot, grasping the other behind him with both hands. 
In either case the player who is ousted, or overthrown, 
or who breaks his clasp, loses the contest. 

Stick and Toe Wrestle 

Two contestants sit facing each other, knees drawn 
up, and the toes of each touching those of his opponent. 
They hold a stick horizontally between them. Their 
hands should be placed alternately on the stick with a 
short space between them. At a signal each tries to 
pull the other off the floor or across a dividing line. 

Stick Wrestle 

(Stick Twist) 

There are two forms of this. 

\ 

I. Two players grasp a stick held at shoulder height 
in a horizontal position. The stick must be brought 
down between them, and the one who accomplishes 


ATHLETIC GAMES 


237 


this successfully without having the stick twisted in 
his hands is the winner. 

II. One player holds a stick in a horizontal position 
at arm’s length above his head. The other player is, 
in a given time, to pull the stick down to shoulder 
height. The holder of the stick may choose the posi¬ 
tion of his hands. 


Toe Wrestling 

Two players sit facing each other and near enough 
so that when their knees are drawn up, their toes may 
touch. Each contestant passes a stick under his knees, 
then passes his arms about his knees and under the 
stick, clasping his hands tight in front. The wrestling 
consists in each player’s endeavoring to get his toes 
under those of his opponent and in that way to throw 
him backward. To break one’s handclasp is to lose 
also. 

Contests—Teams 

Circle Club Guard 

Each child is provided with an Indian club and a 
ball. One child takes his place in the center and 
guards his club, which he has set up beside him. The 
children take turns throwing to knock down the center 
club. The one who succeeds goes into the circle with 
his club. The guard takes a club away from each child 
who throws without knocking down the center club. 
The number of clubs collected by the guard before he 
leaves the circle constitutes his score. He does not 
leave until his club has been bowled over. When he 
leaves, the clubs which he has collected are restored to 
their owners, and the new center player starts his col¬ 
lection. 


238 FOUR HUNDRED GAMES 

Club Bowl 

Players are divided into two teams. The players of 
one team form a circle and stand, each guarding an In¬ 
dian club. The captain of the other team chooses one, 
two, or three of his players to stand in the center of 
this circle and bowl balls which shall knock down the 
clubs of the circle players. The center players score 
one for their team every time they succeed in knocking 
over a club. The time of each round is two minutes, 
and at the end of every round, positions are reversed, 
the bowling team becoming guards, and the guards 
sending representatives to bowl. In the ordinary 
game, the captain should choose bowlers in rotation, 
but in close games, or on special occasions, a picked 
team may be kept at work. Usually ten rounds, five 
for each team, is the game. 

Exchange Relay 

The players are divided into files with an equal num¬ 
ber of children in each file. Stand an Indian club 
about twenty feet in front of each file, and another 
one about twenty feet back of each file. The first child 
in each file holds an Indian club, and at a given signal 
passes it over his head to the child back of him. This 
is continued until the last child in each file has the club. 
He runs back and exchanges his club for the one at the 
rear of his file, then runs forward and exchanges this 
one for the one in front of his file, takes his place at 
the beginning of his file, and starts the club back 
again. This is continued until each child is back in his 
original position. The file finishing first wins. Each 
time that the clubs are exchanged the ones on the floor 
must be left standing upright. 

This and similar games give excellent training in 
speed and self-control. 


ATHLETIC GAMES 239 

Hopping Bases 

Two teams line up on their respective bases, which 
are on either side of a center mark. At a signal each 
player takes position (on one foot, arms folded) and 
starts for his opponent’s base. 

The object is twofold: to enter the other base, and 
to keep the opponents from entering one’s own base. 
This is done by pushing, but the original position must 
be maintained throughout the game. One who gets 
out of position must leave the game. When a player 
succeeds in entering the opposite base, the man play¬ 
ing opposite him is “out,” but the successful player 
may return to assist his own side. The side whose men 
remain longest on the field wins. 

Indian Club Relay 

Each team or group lines up in single file, behind a 
starting line. On another line some twenty to fifty 
feet distant are drawn circles about three feet in di¬ 
ameter, two for each file, one behind the other directly 
ahead of their respective file. In the center of one of 
each pair of circles three Indian clubs are placed 
standing upright. On signal, the leader of each file 
runs forward and, with one hand, moves the clubs into 
the other circle. The clubs must be placed well within 
the circle and in an upright position. 

When the player has done this, he runs back and 
touches the second player in the line, who is standing 
in readiness to receive the touch-off. The second play¬ 
er changes the clubs back into the first circle. So each 
player changes the clubs. 

The team finishing first, and having the smallest 
number of fouls, wins. It is a foul (1) to use both 
hands; (2) to leave the line without the touch-off; 
(3) to leave a club knocked down; (4) to leave a club 


240 FOUR HUNDRED GAMES 

in the wrong circle. It may be made an individual 
test by timing each racer and setting a standard; 
e. g., thirty seconds for three changes from a thirty- 
foot run. 

Tournament 

This game provides exercise and fun for a large 
number, and is especially good for interclass meets. 
Two teams of small boys are selected. These small 
boys, plumed “knights,” carrying “lances” (sticks 
heavily padded at the end) ride into battle upon the 
shoulders of their “steeds” (the large boys). The 
game is, of course, to dismount one’s opponent, and 
this is done by pushing him with the lance. The con¬ 
test may be between individuals or between teams. In 
any case a single individual is the hero of the occasion, 
for the game continues until all but one are vanquish¬ 
ed. The game may be made spectacular through the 
introduction of maneuvers, the awarding of a banner, 
and the like. 

Tug of War 

(Rope Pull) 

The teams line up, the players of each team stand¬ 
ing one behind the other, each having hold of a rope 
which is equally divided between the two teams. At 
a given signal they begin to pull on the rope. The 
team getting complete possession of the rope wins, or 
the team having the most of it at the end of a one, or 
two-minute period, wins. 

Tug of War 

(Chain Tug) 

Teams line up behind their respective leaders, each 
man grasping the player ahead of him around the 
waist. The two leaders, facing each other, grasp a 


ATHLETIC GAMES 


241 


stout stick held parallel to a horizontal line marked on 
the ground. At the signal, the teams pull, each en¬ 
deavoring to bring all the members of the opposing 
side across the line. 

To make it easier, a line may be arranged about five 
feet (or less) on either side of the line, and pulling the 
team over that line makes the other team the winner. 


Tug of War 
(Line Tug) 

This interesting tug game may be played with or 
without a rope. In the simplest form the opposing 
teams line up on either side of a line drawn on the floor 
or ground. The game is to pull the members of the 
opposing party across the line. Any player so brought 
across the line joins his captor’s team. 

When a rope is used as the division line between the 
teams, they stand on their respective sides, with their 
hands on the rope. The pulling is done by means of 
the rope. 

Another variation provides for the use of wands be¬ 
tween each two of the opposing players. 

Zigzag Runner 

The competing teams line up behind a starting line. 
A certain distance in front of this a goal is marked off. 
Ahead of each line are three or four Indian clubs, at 
distances of respectively four, six, eight, and ten feet 
from the goal. Each runner must zigzag between 
these clubs on his way to the goal, running a straight 
course back to the starting line. The usual relay play 
is used, and the line first finishing wins. A club knock¬ 
ed down must be replaced by the one who knocked it 
down. 


242 FOUR HUNDRED GAMES 

Jumping 

Box-Jump 

Box-jump may be played with any even number of 
players over six. These players are divided into two 
even teams, Blacks and Reds. One player on each 
side is captain. The above diagram is drawn to repre¬ 
sent six players, exclusive of the captains, who do not 
play in the big square. Draw within your big square 
as many small squares or boxes as the number, 
squared, of players on both sides (minus captains). 


£ 

Captain 


K 






B 






n 






t 






K 






0 







& 

CawVain. 


vjjI 


Bcx-Jump 

These players are placed, alternately, in the right-hand 
line of boxes. The captains, who stand one on each 
side of the big square, give the orders for the men to 
move in the boxes. These orders run, on one team: 
“Box,” “Jump,” “Place”; on the other team: “Place,” 
“'Jump,” “Box.” 

Suppose the Blacks are chosen (by lot) to move first. 
The Black captain calls, “Box.” That means that all 
his men must move one square, in any direction they 
can. Then the Red captain calls, “Place.” All of his 













ATHLETIC GAMES 


243 


men either stay where they are or move to an unoc¬ 
cupied box. Next the Black captain calls, “Jump/ 7 
If any or all of his men can jump a Red they must do 
so. A Red who is jumped is out of the game. If any 
one of the Blacks can jump another Red, he may do 
so and keep on until he has to stop. The man being 
jumped stoops as in “Leap Frog,” and the jumping 
man must land in an open box. Next the Red captain 
calls, “Jump. 77 Red men do as the Blacks did. All 
jumps possible must be taken every time. The Black 
captain calls, “Place.” That order is carried out by 
the Blacks just as the Reds did earlier. Next the Red 
captain calls, “Box. 77 The captains repeat the com¬ 
mands in the same order as before, until all on one side 
are out. 

Jump the Shot 

All the players but one stand in a circle. The extra 
player stands in the center and swings a rope weighted 
at one end around the circle. He swings the rope so 
that the weight comes in line with the feet of the play¬ 
ers, who must jump to avoid being hit by it. Any 
player so hit is out of the game. The one who remains 
longest in the circle wins. 

A bean bag is a good weight to use. on the rope. 

Standing and Running Broad Jump 

Both boys and girls like to jump. The running 
broad jump and the standing broad jump are the most 
popular. 

It is a very simple matter to construct a jumping- 
pit. A level stretch of ground should be selected for 
the runway, and a pit dug for the landing. The run¬ 
way may be any length desired. The pit should be 
about eight by twenty feet; if used for older boys it 
will be necessary to have it thirty feat long. The pit 


244 FOUR HUNDRED GAMES 

must be of loam, which should be sifted and made as 
fine as possible. A board should be inserted at the end 
of the runway, flush with the surface of the runway 
and pit. This is the take-off. In measuring the jump, 
take the distance from the take-off (the edge of board 
nearest the pit) to the nearest mark made in the pit 
by the jumper. 

Standards set by one state as “levels of achievement 
which every boy or girl between 11 and 15 years of age 
ought to be able to reach” are as follows: 

For those approximately 12 years of age, standing 
broad jump, 5 ft. 9 in; running broad jump, 10 ft. 

For those approximately 13 and 14 years of age, 
standing broad jump, 6 ft. 6 in; running broad jump, 
12 ft. 

Further rules for the standing broad jump under 
which this test is given are: Each competitor is al¬ 
lowed three jumps, the best being taken as his record. 
The contestant may rock back and forth on his heels, 
but may not lift either foot clear of the ground, nor 
slide his feet. His toes may not project over the 
front edge of the board. Feet shall leave the ground 
but once in making the attempt to jump. If feet are 
lifted twice, or if two springs are made, it shall count 
as a trial jump. 


Races 

Circle Chariot Race 

Players form a circle and number by twos. At a 
signal the first Number One locks arms with the next 
Number One at his right and the two run around the 
circle until they return to the place of the first runner. 
He resumes his place, and his partner goes on to the 
next Number One of his team and they go around the 


ATHLETIC GAMES 245 

circle in the same way. The second One resumes his 
place, his partner goes on to get the third player, runs 
with him, resumes his place, and so on, until all the 
Ones have run. At the same time the Twos have been 
going through the same procedure. The team that 
first completes the circuit wins the game. 

Circle Relay 

Players line up in single files, all facing a common 
center and resembling in formation the spokes of a 
wheel. At a given signal the outside player of each 

file faces left, 
and on a second 
signal each runs 
to the left around 
the circle. The 
player who first 
returns to his 
place scores one 
for his team. At 
a third signal 
these runners 
pass to the oppo¬ 
site, or hub end, 
of their respec¬ 
tive files, facing 
the center. Sig¬ 
nals are repeat¬ 
ed and the new outside players then run. The team 
having the highest score when all have run, wins. 

Crab Race 

Players take a crablike position, supporting them¬ 
selves on hands and feet, heads erect. They line up 
and at a given signal race backward to their places on 


X 



X 



X 


X 


X 


X 




X 

X 


X 




X 

X 


X 




X 

X 


X 




X 

X 

X 



X 

X 

XXX 


X 

XXX 

X 



X 

X 

X 





X 

X 


X 




X 

X 


X 




X 

X 


X 



X 


X 


X 


X 



X 



X 


Circle Relay 



246 


FOUR HUNDRED GAMES 


a goal line some twenty-five feet distant. The one 
first reaching it wins. 

The players present a very funny spectacle and the 
race calls for a good measure of “gameness” on the 
part of the players to keep the required position in try¬ 
ing to reach the goal. It adds to the fun to have a 
definite goal marked out for each player,—a three-foot 
circle or space on the goal line. 

Going to the Fair 
(Coat and Hat Race) 

Partners are chosen,—a girl and a boy. At the start¬ 
ing goal outer clothing and paraphernalia for two 
travelers are piled. These may be as ridiculous and 
clumsy as desired—a coat with tight sleeves, bulky 
overshoes, a dress with long train, floppy hats, um¬ 
brellas and bird cages, all are desirable. Each couple 
in turn must go to the goal, don the garments (each 
may help the other), “travel” to the farther end of the 
room, come back and return the garments to the pile. 
The couple who completes the trip in the shortest time, 
wins. 

Human Relay 

This is a strenuous game but is enjoyed by boys. 
The players line up in teams on a starting line facing 
their respective runners, who stand on a goal line a 
given distance away. At a signal each runner races 
to the starting line, picks up the first member of his 
team and races back to the goal. The players who 
have been carried to the goal then run back and get 
the second men in their respective lines and return 
with them. These players, in turn, race back to get 
the next in line, and so on. The team whose men first 
clear the starting goal wins. 


ATHLETIC GAMES 


247 


Hopping Race 

The players line up on a starting line facing a goal. 
To “get set” they take the position for hopping, left 
foot held up firmly by the right hand. Upon reaching 
the farther goal they jump three times upon both feet, 
then resume the first position and hop back to the 
starting line. The player first to accomplish this wins 
the game. 

Hopping Relay 

Players line up in two or more files facing a goal 
some ten feet distant. On a signal the last player in 
each file hops on one foot to the goal and back to the 
starting line. When he returns to his place, he touches 
the next player ahead of him and this player imme¬ 
diately hops to the goal and back. The line whose 
players first finish wins. 

If the game is repeated, the players should hop on 
the opposite foot. In case it is played in the school¬ 
room the players remain seated until it is their turn to 
hop. 

Obstacle Race 

This game is excellent for a field day or meet of any 
kind. The regular obstacle race, of course, is that of 
the gymnasium where equipment such as parallel bars, 
horses, vaulting bars, etc. is placed around the course. 
More fun is possible, however, with improvised equip¬ 
ment. Thus there may be a sawbuck to vault, one or 
two ropes strung up to jump over, a barrel to crawl 
through, and a bushel basket to carry. One variation 
provides for the carrying of a lighted candle as the 
last obstacle; another, for carrying a bean bag on the 
head. Many other variations will suggest themselves. 

The players are arranged in equal teams, the first 
player of each team toeing a starting line. A course 
is laid out, either straight or circular, on which are 


248 FOUR HUNDRED GAMES 

placed the various obstacles which each player in the 
course of his run is required to clear. At each of these 
obstacles should be stationed an attendant. The race 
may be run in heats of two, three, or four runners, 
and the winners of each heat meet in a final. 

If desired, this may also be made a relay race.' In 
this case the players are arranged in equal teams, the 
first player of each team toeing a starting line. At a 
given signal the leader of each line runs the course, re¬ 
turns to the starting line, touches the outstretched 
hand of the next runner who has moved up to the line, 
then steps to one side. The next players on the teams 
then run, and so on. The team whose last player first 
returns to the starting line wins. 

Potato Race—I 

The players stand on a starting line drawn across 
the ground. Beside each contestant is a basket or 
other receptacle and in front of each is a row of pota¬ 
toes or blocks of wood placed about two yards apart. 
The number of potatoes used may vary but should be 
the same for each row. On signal each player runs 
from the starting line, picks up a potato, brings it to 
the basket, runs back for a second, returns that to the 
basket, and so on until all are in the basket. A potato 
dropped must be picked up before another potato is 
touched, and a potato missing or bounding out of the 
basket must be placed in it before the next potato can 
be picked up. The player getting all of his potatoes 
into his basket first wins; or if desired, this game may 
be played in heats, and the winners in each heat may 
engage in a final race. 

As a variation this game may be played as a relay 
race. In this case the players are divided into groups 
which line up in single file, each leader toeing the 


ATHLETIC GAMES 249 

starting line, and having a basket beside him. The 
game is played as above described, except that when a 
player has placed the potatoes in the basket he touches 
the next player in his file and steps off the playing 
space. The team which finishes first wins. 

To make this game a bit more difficult and to add 
variety, the players may be required to take up the 
potatoes on a teaspoon and carry them to the basket. 

Potato Race—II 

On a direct line draw four circles, 12 inches in diam¬ 
eter and five yards from center to center. A starting 
line, which is also the finishing line, should be drawn 
from five to ten yards from the center of the first cir¬ 
cle and at right angles to the direct line. 

On the first circle place a basket or other receptacle 
not over 2 feet in height and with an opening not ex¬ 
ceeding 1 foot in diameter. The basket should contain 
three potatoes or blocks of wood 2 inches square. 

On the signal the player runs from the starting line, 
takes one potato from the basket and places it in the 
first vacant circle (the one nearest the basket), runs 
back to the basket, passes between it and the starting 
line, takes the second potato from the basket, places it 
in the second circle, returns to the basket, passes be¬ 
tween it and the starting line, takes the third potato 
from the basket, places it in the third circle and runs 
back to the starting line. From the starting line the 
player runs to the first circle, picks up the potato and 
replaces it in the basket, passes between the basket 
and the starting line, runs to the second circle, picks up 
the potato, replaces it in the basket, passes between 
the basket and the starting line, runs to the third cir¬ 
cle, picks up the potato, replaces it in the basket and 
runs across the finish line. 


250 


FOUR HUNDRED GAMES 


If a potato is dropped anywhere except in the circle 
where it should be placed or in the basket, it must be 
picked up and properly placed before another is 
touched. 

Shuttle Relay 
(Double Relay) 

The players are divided into two or more teams of 
equal numbers, and each team is again divided into 
two equal divisions, A and B. The leaders of each 
group stand on two opposite starting lines one hun¬ 
dred or one hundred fifty feet apart. The other play 
ers line up behind their leaders, as in any relay race. 
At a signal the leader of group A runs forward and 
touches the outstretched hand of the leader of group B 
(the other half of his team), facing him, who in turn 
runs to group A and touches off the next player, who 
has advanced to the starting line. As each player 
touches off the next one who is to run, he takes his 
place behind a restraining line to the rear or passes 
off the playing space. The team wins whose last play¬ 
er first crosses the opposite starting line. 


(Group A) 

Team I 


(Group B) 

XXX 



XXX 





V Y Y 



XXX 

A A A 



(Group A) 

Team II 


(Group B) 


Shuttle Relay 









ATHLETIC GAMES 251 

Single Relay Race 

Competing groups or teams line up in single parallel 
files on a starting line some fifty feet from the goal 
line. At a given signal the leader of each team runs 
to the goal, touches it (or runs around it, according 
to the goal used), and returns to “touch off” the next 
player. That player runs to the goal and returns in 
the same way, as does each succeeding player. Each 
time a runner starts, the file moves up one place, thus 
bringing the next player to the starting line. The 
team wins whose last player first returns to the start¬ 
ing line. 

No player may start over the line until he has re¬ 
ceived the touch-off. Failure to observe this rule con¬ 
stitutes a foul. 

Traveling Bean 

Contestants line up. Each has a spoon and a bean, 
which is placed on the floor in front of him. When the 
signal is given, each races to the goal, pushing the bean 
ahead of him with the spoon. Out of doors sticks and 
stones may be used, instead of spoons and beans, but 
a fairly smooth surface is required. This may also be 
played as a relay race. 

Wheelbarrow Race 

This is an amusing “stunt” for a school meet. Play¬ 
ers line up in two ranks. The front player places his 
hands on the floor or ground and the back player 
grasps and lifts the ankles of the front player. 

On signal the teams start for a goal a given distance 
away. When they return, the players’ positions are re¬ 
versed,—the drivers becoming wheelbarrows and the 
former wheelbarrows driving. The team first return¬ 
ing to the goal wins. Care must be taken to let the 
wheelbarrows set their own pace; the drivers merely 
guide and support them. 


252 FOUR HUNDRED GAME3 

SWATSTICK* 

Baste the Bear 

One player, the bear, sits in a central place, on a 
stool. His keeper stands near him. They are joined 
by a rope about three feet long. Ten other players 
stand about in a circle and with their swatsticks try 
to “baste” the bear. The keeper, with swatstick in 
hand, tries to ward off the attack on the bear. If a 
player is tagged by the keeper or bear, he must become 
bear. The bear may choose his own keeper. The play¬ 
ers may not begin their attack until the keeper calls 
out, 

“Here is my bear; 

Touch him, who dare.” 

Knotted handkerchiefs may be used instead of swat- 
sticks. Undue roughness disqualifies a player. The 
bear and keeper may be joined by clasping hands or 
by holding a swatstick between them. 

Blind Man’s Buff 

Two players are blindfolded and provided with swat- 
sticks or with sticks heavily padded at one end. Each 
player has a guard to keep him from injury. On sig¬ 
nal the players are turned around three times; then 
told to begin. Their attempts to swat each other and 
to protect themselves are ludicrous. Boxing gloves 
may be used in place of the sticks. Several couples 
may be in the ring at one time. 

Blindfold Swatting Match 

Two players are blindfolded and each given a 
swatter. They kneel facing each other and each places 

* This and other Swatstick rules reprinted from Spalding Service Bulletin, A. G. 
Spalding & Bros., Chicopee, Mass. 


ATHLETIC GAMES 253 

his left hand on a book which has been laid on the floor 
near them. Each man has a coach, and whenever his 
coach says “Hit!” he is permitted to strike at his op¬ 
ponent. 

Can and Swatter Boxing 

A referee blindfolds two contestants, each of whom 
carries in his left hand a can containing pebbles and in 
his right a swatter. They rattle the cans continuously, 
endeavoring to locate each other by sound in order to 
land a blow with the swatter. To confuse the con¬ 
testants the referee may also rattle a can and hit them 
occasionally with a swatter. 

Double Swatter 

This game is similar to Straddle Relay except that 
two swatters are used instead of one. Each is passed 
separately. At the start of the race, both swatters 
must be upon the ground in front of the line. The 
front player in the column picks up the first and starts 
it back between his legs. He then picks up the second 
swatter .and passes it over his head. The player be¬ 
hind him receives the first swatter from between his 
legs and passes it over his head. The second swatter, 
which he receives from above the head of the man in 
front of him, he passes between his legs. This con¬ 
tinues until the last player in the column receives the 
first swatter. He runs to the front of the column and 
starts passing it back between his legs. He then im¬ 
mediately returns to the rear of the column and re¬ 
ceives the second swatter which is held for him by the 
last player. He carries this to the front of the column 
and starts it back by passing it over his head, and re¬ 
mains at the front of the column. By this time the 
first swatter has probably reached the last player of 
the column, and that one is now running forward with 


FOUR HUNDRED GAMES 


254 

it. The game ends when the last player to run, places 
the first swatter in front of the column, runs back to 
the rear for the second swatter, and crosses the finish 
line with it in his possession. 

Heave Ahoy 

Blindfold two opponents, each of whom has a 
swatter. Tie a rope around their waists, allowing ten 
feet or more slack between them. They haul in on the 
rope to locate each other and try to hit each other 
with the swatter. At the blowing of the whistle by 
the referee, they must release their hold upon the rope 
and go back until the rope is taut between them. The 
blind of one can be removed after a while without let¬ 
ting his opponent know. 

Hello, Mike! 

Two blindfolded opponents lie upon the floor, face 
down, with their heads toward each other and about 
a foot apart. They reach above their heads with the 
left arm, grasping hands. Each holds a swat club in 
his right hand. Number One says, “Hello Mike, are 
you there?” Number Two is required to answer, “I 
am,” trying to deceive his opponent as to location, by 
rolling to one side or the other. Number One takes 
one swing with his swatter at the point where the 
voice comes from. Number Two then asks the ques¬ 
tion, and the game continues. 

(Considerable amusement is afforded when the 
blindfold of one of the contestants is removed.) 

In and Out 

Players stand in the stride stand position, with a 
swatter on the line in front of the first contestant. 
At the start signal the swatter is rolled back between 


ATHLETIC GAMES 


255 


the legs of the players in the column until it reaches 
the back of the column. Here it is picked up by the end 
player, who runs forward to the right of the player in 
front of him, to the left of the second, to the right of 
the third, etc., until he has reached the front line, 
whereupon he runs to the distance line, which he 
touches. Returning to the front of the column, he 
starts the swatter back between his legs. When every 
player has carried the swatter forward, the last player 
finishes the race when he crosses the distance line. 

Over the Top 

Players stand in two or more equal files. The leader 
of each file has a swatter. At the start signal the 
swatter is passed back over the head by the first play¬ 
er to the second, and so on until it reaches the last 
player. Every player in the column must grasp and 
pass the swatter. The end player carries the swatter 
forward over the backs of the players in the column 
in front of him, who assume a stooping position. As 
soon as he reaches the front of the line he runs to the 
distance line, and after touching it he returns to the 
front of his column and starts the swatter back over 
his head. When every player has carried the swatter 
forward, the last player finishes the race when he 
rushes forward across the distance line. 

Over and Under 

Like Over the Top (see above) excepting that 
every other player must pass the swatter between the 
legs. 

Partner Tag—I 

The players are paired off in twos and lock arms. 
Each man is equipped with a swatter. The partners 
who are “it” chase the other partners about and try 


256 FOUR HUNDRED GAMES 

to hit them with the swatter. If a couple is hit, the 
couple who were “it” immediately drop the swatters, 
and the ones who have been hit pick up the clubs and 
proceed to chase another couple. The fun in the game 
is produced by each partner trying to go in an oppo¬ 
site direction after different opponents. 

Partner Tag—II 

(Partners Run) 

All players but two lock arms and couple. Of the 
two who are free, one is “it” or chaser and is armed 
with a swat club, and the other is the runner. The 
runner may save himself by locking arms with either 
member of any couple he chooses. Whenever he does 
so the third party of that group becomes the runner 
and must save himself in like manner. If the runner 
be tagged by being hit with the swat club at any time, 
he becomes “it” or chaser, and the chaser becomes the 
runner. To get the proper sport into this game, the 
couples should run and twist and resort to any reason¬ 
able maneuver to elude the runner, who is liable at any 
time to lock arms with one of them and so make the 
other a runner. For large numbers there should be 
more than one runner and chaser. 

Rope Swatting, Blindfolded 

A referee blindfolds two players and gives to each 
two swatters. He leads them toward each other until, 
by holding out their left arms, they can reach each 
other’s chests. This is their regular distance. While 
they are in this position, the referee ties one end of a 
rope about the left ankle of each contestant, fasten¬ 
ing the other end to something solid about fifteen or 
twenty feet to the rear. The opponents shake hands 
and are then led to opposite corners of the room. 


ATHLETIC GAMES 


257 


While they are here, the referee, unknown to them, ties 
a knot in the rope of each. This takes up two or three 
feet of each contestant’s rope. 

The timekeeper calls time and the referee leads the 
players to the center of the room. They will be about 
four or six feet apart now and will be unable to touch 
each other. The referee has a swatter and shakes 
hands with the competitors, making each think it is 
his opponent, and the contestants square off. As the 
timekeeper calls time, the referee hits their swatters 
on both sides and quickly gets out of the way. Each, 
thinking he is near his opponent, will swing widely at 
him. The referee keeps them guessing by occasionally 
hitting them on the arms or by hitting their swatters. 
After they have been fighting for a minute, the time¬ 
keeper calls time; the contestants, still blindfolded, 
rest for a minute. Meanwhile, the referee ties an¬ 
other knot in the ropes, thus taking up another foot or 
two of it. When the timekeeper again calls time, the 
contestants will be about ten feet apart. The referee 
continues to do as before. .After they have given a 
good exhibition of swatting into space, the timekeeper 
calls time, and the referee removes the blindfolds. 

Straddle Relay 

(Club Hustle) 

The players are divided into two or more equal 
teams, with a swatter on the line in front of the first 
player in each team. The players line up in single file 
behind their respective leaders and assume the stride 
stand position. At a given signal the leader of each 
team passes the swatter between his legs to the next 
player behind him, who passes it in the same manner 
to the next player, and so on until the swatter reaches 
the last player in the file. It is then picked up by the 


258 


FOUR HUNDRED GAMES 


end man, who carries it forward on the left side of his 
file, to the starting line, which he must touch. He then 
returns to the front of his file, where he faces about 
and passes the swatter between his legs to the next 
player. The game is continued as before, the ball be¬ 
ing passed again to the back of the file where it is 
picked up by the end man, who repeats the perform¬ 
ance of the first end man. The team wins, whose first 
player, after receiving the ball at the end of the line, 
first crosses a finishing line some distance in front of 
the first position. 


Miscellaneous 

Circle Spinning 

Boys find this game very interesting. The players 
form a close circle. One boy stands in the center and 
makes himself perfectly rigid. On signal, he falls into 
the hands of one of the circle players. That player 
catches him and passes him on. So the center player 
spins around the circle,, keeping himself rigid, and 
pivoting on his feet. If he falls through his own fault, 
he must pay a penalty. If a circle player allows him to 
fall, that player must go into the center. 

Eskimo Coasting 

The Eskimos have a coasting game which is adapta¬ 
ble to any school where there are coasting facilities. 
They play the game somewhat like this. Each player 
has a sled, a bow, and several arrows. A broad hill is 
chosen and reindeer horns are stuck into the snow at 
intervals across the hill at about half the distance 
down. The players then start coasting from any place 
near the top, and as they come down they shoot at the 
horns with their arrows, trying to “kill a deer.” The 


ATHLETIC GAMES 259 

one who first dislodges a horn with his arrow or “kills 
a deer” is the winner. 

Now substitute snowballs for arrows and a target 
for the horns, and we have a game which will appeal 
to the American boy and which is within the means of 
most children. The target can easily be made by the 
boys and furnishes a very good project for the manual 
training class. A wooden box from the store may be 
used for the material. The face of the target should 
be a yard square. Three concentric circles should be 
drawn upon it. The outer circle should be nearly a 
yard in diameter, the second about twenty inches, and 
the inner about ten inches. If it is possible to secure 
paint, the inner circle might be painted black, the next 
ring blue, and the outer ring red. A line of coasting on 
the hill at hand should be determined upon, and the 
target should be placed at one side of the line at a dis¬ 
tance to require some skill in making points. This 
distance will depend upon the size of the players. 
Thirty or forty feet from the line of coasting is a good 
distance with which to start. 

The target should be placed about halfway down 
the hill and nearly parallel with the coasting line. 
Then two points are chosen; one, the starting point, 
at or near the top of the hill, and another point at or 
near the foot of the hill. The players must ride upon 
their sleds from the first to the second every time they 
slide. The balls may be thrown at any time after the 
sled starts, and not more than three balls may be 
thrown at a slide. Every ball hitting the outside ring 
counts one for the thrower. Every ball hitting the sec¬ 
ond ring counts five. All balls hitting the inner circle 
count ten. The child making the twenty-five points 
first wins. Of course it is understood that all balls 
must be thrown while the child is sliding and that he 


260 


FOUR HUNDRED GAMES 


cannot stop his sled after starting until he has reached 
the goal at the foot of the hill. It is bes* to choose a 
moderately steep hill for this game. 

Hop Scotch 

The children should be divided into small groups so 
that their turns may come around frequently. There 
will be a diagram for each group. The first child to 
take his turn tosses a small flat stone into the space 
marked 1. He then hops in after it, landing on one 
foot, picks up the stone, turns with a hop, and hops 
out again. If he does this successfully, without put¬ 
ting his other foot on the ground or without touching a 
line, he may toss the stone into the space marked 2. 
He hops into space 1 on one foot, 
then hops, landing with his right 
foot in space 2 and his left foot in 
space 3, picks up the stone, turns, re¬ 
versing the position of feet, hops in¬ 
to space 1, landing on one foot, and 
hops out. If this has been successful 
he may try for space 3 in the same 
manner. When he tries for space 4 
he lands in space 1 with one foot, in 
space 2 and in space 3 with one foot 
in each space, and in space 4 with 
one foot. Wherever one space goes 
across the whole diagram, only one 
foot is used; where two spaces are 
beside each other, one foot is put into 
each space. When an error is made 
the next child takes his turn. When the second turns 
come around, each child continues from the last space 

where he was successful. The child finishing space 10 
first wins. 











ATHLETIC GAMES 261 

Skinning the Snake 

Two teams line up in single file; one behind the 
other, some distance apart. (The best formation 
places the shortest players at the end of each file, the 
tallest at the beginning.) Each player bends forward 
and extends his right hand back between his legs, 
while with his left hand he grasps the hand of the 
player in front of him. When all are in position, the 
signal is given, and the “skinning” begins. The line 
backs up gradually, the player at the rear of each line 
lies down on his back, keeping his feet together and 
still retaining his grasp of the hand of the player in 
front of him. The next player walks astride over his 
body as far as possible and then also lies down. This 
continues, each player lying down when he becomes 
the last in line, until finally all are down, forming a 
compact line. Then the player last to lie down rises 
and goes forward astride the line and pulls up the 
player next behind him. The other players rise in the 
same way. The line must not be broken and no player 
must let go of the adjoining player's hand. The team 
which first regains its original position wins. Boys 
enjoy practicing this in a single line. 

Other Athletic Games 

Ball Chase 
Bull in the Ring 
Chalk the Arrow 
Circle Race 
Circle Relay 
Fence Tag 
Follow the Leader 
Hang Tag 
Hare and Hound 
Hill Dill 


262 


FOUR HUNDRED GAMES 


Mount Ball 
Poison 

Prisoner's Base 
Pursuit Relay 
Relievo 

Siberian Man Hunt 

Snow Man 

Tag the Wall Relay 


QUIET GAMES 

The games in this section are classified as “quiet,” not 
because they are necessarily lacking in activity, but be¬ 
cause they do not call for such strenuous physical action 
as do many others. While some of the games, such as 
“Huckle, Buckle, Bean Stalk” and “Stage Coach” might be 
designated as “quiet physical,” the greater number might 
be termed “quiet intellectual.” They involve mental ex¬ 
ertion,—not the tiring mental exertion required in study¬ 
ing, but the refreshing, stimulating sort in which chil¬ 
dren delight. Examples of the latter games are “Appren¬ 
tice,” “Penny Search,” and “Hidden Words.” The teacher 
must exercise her own judgment in selecting from these 
Quiet Games those which best fit her needs, using those 
adapted to the age and ability of the pupils with whom 
she has to deal. She will of course choose the simpler 
ones for children who have had little training in such 
games, and will undertake the more difficult ones with 
older or more resourceful players. 

Quiet games serve a variety of purposes. There are 
times, both at school and elsewhere, when only a quiet 
game is desirable. They are popular at social gatherings, 
and the teacher will find them especially useful for such 
occasions. Many of the games demand some simple equip¬ 
ment, such as pencil and paper, printed or written words, 
or the like. Sometimes flat surfaces or tables are re¬ 
quired. These “table games” may be played progressively, 
and it will be found that in themselves they will often 
provide sufficient material for an afternoon’s or evening’s 
entertainment. 


264 


FOUR HUNDRED GAMES 


Alphabet Answers 

The general idea of this game is to have a set of 
questions which are to be answered with words that 
begin with prescribed initials. 

There are many variations. One is called “De¬ 
scribing My Friend.” In this, the set of questions per¬ 
tains to the “friend/’ and they must be answered by 
words which correspond to the initials of the friend’s 
name. An example follows. (Friend’s name—Anna 
B. Chase) 

1. What is her general appearance? Ample, buxom, 
chocolate colored. 

2. Describe her disposition. Amiable, bright, 
cheery. 

3. Whom does she like? All but Charlie. 

4. What games does she like? Authors, Buncum. 
Chess. 

5. What kind of work does she like? Anything but 
cooking. 

6. How does she get on in school? Ask better chil¬ 
dren. 

Other questions may be added or substituted. 

In another form of the game certain names are 
given, and the players are expected to give character¬ 
istics in a group of words corresponding, of course, 
to the initials of the name, as: 

Robert Louis Stevenson—real, lovable, stylist. 

Ernest M. Shackleton—energetic, masterful, scien¬ 
tist. 

In still another form the description is given first, 
and the players find names that fit, as: 

Only human—0. Henry. 

Made Tom—Mark Twain. 

In the first case children are trained in selecting ad¬ 
jectives and apt words. The second method involves 



QUIET GAMES 265 

a recalling of facts. All varieties can be applied to all 
subjects. 

Anagrams 

Children delight in these. Making the anagrams 
and solving them may be two parts of one game. 

The game consists in rearranging jumbled letters 
so that they form words. Example: 

Flowers 

1. sadyi—daisy 

2. piltu—tulip 

3. menaneo—anemone 

4. sero—rose 

5. leviot—violet 

Usually a certain classification is given, as fruit, 
author, mountain in South America, English author, 
and the like. 


Apprentice 

This is a quiet sitting game and is played in turn. 
The first player begins, “I apprenticed my son to a 
grocer, and the first thing he sold was C.” (One may 
apprentice the son to any trade, naming the initial let¬ 
ter of the first article sold.) The next player guesses 
“Cocoa.” That is not right, so the one sitting next 
tries “Coffee.” This proves to be the article in mind, 
and this player takes the turn and says, “I apprenticed 
my son to a baker and the first thing he sold was a M. 
P.” “Mince Pie,” guesses his neighbor, and continues 
with a butcher, whose apprentice sells some M. C., 
which prove to be “Mutton Chops.” 

Atlas 

This is a very delightful game in which the modern 
Atlas carries, perhaps not the world, but all of a very 


266 FOUR HUNDRED GAMES 

large number of burdens that the children wish to give 
him. 

One player is the great Atlas, to whom each of the 
other children gives a burden (a word). One child 
gives him “a hat,” and Atlas repeats that word; the 
next adds “a puppy” perhaps, and Atlas says “a hat 
and a puppy;” another adds “a mountain” and Atlas 
says “a hat, a puppy, a mountain.” So the game goes 
on, each child adding something to the load of words 
that Atlas has to carry. When he omits or misplaces 
a word, another is chosen to be Atlas. 

With older children, qualifying adjectives may be 
used also, making the load more difficult to carry. 

Authors 

The regulation game of Authors may be obtained at 
a store, but if the children make their own sets, they 
may introduce new titles and authors and add interest 
to the play. Great care, and as much art as possible, 
should be used in the making of the cards. A pack 
consists of twenty “books,” and each book contains 
five cards. On one card of each book the author’s 
name is given at the top, and following it are the 
names of four books written by him. Each of the five 
cards of that book contains the same information, but 
in varying order. The name at the top of the card 
gives the name to the card. It is printed in larger 
type. 

The cards are distributed equally among the play¬ 
ers. The object of each player is to obtain by “call¬ 
ing” all of the cards of one book. The player at the 
left of the dealer has the first turn to call. He decides 
upon the set which he wishes to complete, and calls 
upon whom he will to give him the desired card. If 
the player called upon has the card, he must give it up. 


QUIET GAMES 267 

The calling player continues to call until he makes a 
demand which cannot be satisfied. Then the next 
player takes his turn. Shrewdness in observing the 
results of the “calls” of others helps a player to make 
his own “calling” move successful. The player who 
has the greatest number of books at the end of a given 
time, is the winner. 

Bird, Beast, or Fish 

One player stands; the others are seated. The 
player standing calls “Bird, beast, or fish!” and re¬ 
peats one of these classes as he throws a knotted hand¬ 
kerchief or soft ball (crushed paper may be used) at 
some player who is seated. The one hit must immedi¬ 
ately answer with the name of some member of the 
class asked for, as “bass,” if “fish” has been called. 
This must be done before the player who is standing 
can count ten. If the child hit fails to name a speci¬ 
men, he becomes thrower. If he names one, the throw¬ 
er hits some one else. No repetition of names is al¬ 
lowed. This is an excellent game to stimulate quick 
thinking. 

Birds Fly 

Players sit with their hands quiet in front of them. 
The leader, standing in front, calls, “Birds fly!” at the 
same time raising his hands in a fluttering motion. 
All of the players do likewise whenever he names any¬ 
thing that flies. But when he names something that 
does not fly, any player who follows his motion must 
pay a forfeit or drop out of the game. 

Charades 

This old game is productive of much fun and ought 
to be familiar to every child. The players are divided 
into two or more groups which take turns in acting 


268 FOUR HUNDRED GAMES 

out given words. Play upon words is allowable and 
results are often amusing. Suppose the word chosen 
to be “Antarctic.” The group may work out, through 
words, “aunt,” “ark,” and “tick.” For example, one 
player personates an aunt, and is solicitously treated 
by the others; then an ark is discussed; then in one or 
many ways the word “tick” is mentioned. This goes 
on for a given length of time, or until the word is 
guessed. If the word is not guessed, that group has 
another turn. 

Suggestions for words: 

Infancy—In-fan-see (sea) 

Aeroplane—Air-oh-plane (plain) 

Heir 

Penitent—Pen-eye-tent 
Manicure—Man-eye-cure 
Handicap—Hand-eye-cap 
Fellow—Fell-low 
Kingdom—King-dumb 
Babyhood—Baby-hood 

Before acting out a word the team leader should 
make some such announcement as follows: “This is a 
common (proper) noun of — syllables which will be 
acted out in — distinct syllables. The first represents 
the first syllable; the second, the second syllable,” etc. 
It is best to give a separate act for each syllable and a 
final one for the entire word. 

Clumps 

(Diplomacy) 

Players are divided into two groups, each with a 
captain. The two captains go out of the room, and 
select some word or object to be guessed. When they 
return, each captain goes to the players of the group 
opposing him. These players try, by means of ques- 


QUIET GAMES 


269 


tions, which he may answer only by “Yes” or “No,” 
or “I don’t know,” to discover the word which he has 
in mind. The group first guessing the word correctly 
wins. They announce their guess by clapping hands, 
and then choose one player from the opposing side. 
The captains return to their respective sides, and each 
chooses a player to represent his side in selecting 
another word to be guessed. 


Circular Tit-Tat-Toe 


This game provides for a larger number of players 
than the ordinary Tit-Tat-Toe. A circular diagram is 
drawn. It may be any size and may have any number 

of divisions. The compartments 
may be numbered by l’s or by 5’s 
or 10’s. 

The center compartment is al¬ 
ways the smallest. Each player 
takes a turn, with eyes shut , in 
moving his pencil around in the 
circle while he says, 

“Tit-tat-toe, here we go, 

Circular Tit-Tat-Toe Ten jolly sailormen, all in a row.” 

His pencil stops on the last word. Whatever space is 
touched by the pencil gives him his count. That is, if 
his pencil falls on 5, he wins 5 points; on 10, 10 points. 
This space is then crossed out on the circle. If his 
pencil falls on a line or on a space that has been 
crossed out, he does not score anything. Touching 
the center compartment wins the game. 



Crambo 

In its simplest form this game is enjoyed by the 
youngest children, and may give drill in literature or 
other subjects. 




270 


FOUR HUNDRED GAMES 


The child who is “it” thinks of a word and tells the 
other players a word that rhymes with it. A player 
who thinks he knows the word asks a question which 
shows the word he has in mind, and the player who is 
“it” answers “Yes” or “No,” as the case may be. For 
instance, the child who is “it” says, “I am thinking of 
a word that rhymes with call” 

1st Guesser —Is it what Humpty Dumpty had? 

It —No, it is not fall. 

2d Guesser —Is it something we roll on the floor? 

It —Yes, it is ball. 

The player who guesses correctly chooses the next 
word to be guessed. 


Cross Questions 

The players are divided into two equal groups and 
arranged so that each player is seated or standing op¬ 
posite a partner. The player who is “it” walks around 
.the rows, and when he is back of one row, asks ques¬ 
tions of the players in the row facing him. In each 
case the question must be answered by the partner of 
the player addressed. If a player answers a question 
that is addressed to him, he must pay a forfeit. So, 
also, must one who does not answer correctly. The 
game is productive of much fun and may be used with 
profit in connection with geography, history, or men¬ 
tal arithmetic. 

Classifications 

This game may be correlated with any subject. It 
is played with cards, upon each of which is printed one 
letter of the alphabet. Each player draws a card in 
his turn. Before looking at the letter, he must name 
a certain class of words or objects: as in grammar, 
parts of speech; in geography, places, industries, or 


QUIET GAMES 271 

the like; in history, events or persons; in nature study, 
flowers, birds, etc. As soon as the player has named 
the class, he shows the card drawn. The first player 
to name an object beginning with the letter on this 
card, and belonging to the class named, receives the 
card. For example, if “birds” was the class named 
and “n” the letter displayed, an alert player might 
shout “Nightingale!” and win the letter. The player 
having the largest number of letters at the end of the 
game wins. 


Dumb Crambo 

(Acting Crambo) 

The idea of this game is the same as that of Crambo, 
except that the word guessed must be acted out in¬ 
stead of being written or spoken. Here, also, a divi¬ 
sion into teams is desirable. The members of one 

\ 

team select some verb and tell the opposing side a 
word which rhymes with the verb chosen. 

The second group decide upon the verb which they 
think is the right one, and act it out before the first 
group. If it is right, the first group clap their hands; 
if wrong, they shake their heads, and the second group 
guess and act out another verb. The teams change 
places when the word has been guessed correctly. 

Fire, Water, Air, Land 

One player stands in the center of a group seated 
in a circle, and throws a knotted handkerchief or soft 
ball at some member of the group, saying at the same 
time, “Fire, water, land, air,” and then repeating 
one of these classes. If he repeats “water,” “land” or 
“air,” the player hit must respond quickly with the 
name of some inhabitant of that particular realm. 
If the word “fire” is repeated, the player struck must 


272 FOUR HUNDRED GAMES 

remain silent. A player who fails to answer promptly, 
or to keep silent at the proper time, must pay a forfeit. 

Famous Men 

Have the children make cards similar to those used 
in Authors, but containing instead the names of great 
men, such as statesmen, heroes, and inventors, with 
their respective deeds and inventions. Play the game 
as in Authors. 

Flower Pit 

A delightful game for the noon hour on a rainy day 
is “Flower Pit.” The rules for the game are the same 
as those for the popular Pit game. Instead of the 
names of grains, the cards should be marked with the 
names of flowers. 

There should be nine cards each of the following 
flowers with their marked values: 


Pansy . 50 

Daisy . 60 

Violet . 70 

Rose . 80 

Lily . 90 

Tulip . 100 


The cards should be shuffled thoroughly and dealt 
to the players. Each player should have nine cards of 
various kinds. Each should then sort his cards, find 
of which he has the most, and decide mentally which 
flower he will “corner.” The dealer having waited 
about half a minute for this sorting, calls, “The pit is 
open!” Each player immediately, without waiting 
for turn, begins to exchange from one to four cards 
as quickly and as often as he can. The object is to 
trade cards he does not want, hoping he will get in ex¬ 
change cards of the kind he wishes to corner. 








QUIET GAMES 273 

In this trading the player selects from his hand any 
card or cards (all of the same kind) that he wishes to 
exchange and, holding up these cards, calls rapidly 
thus: “One! One! One!” or “Two! Two! Two!” etc., 
according to the number of cards he wishes to ex¬ 
change. He continues calling until some one ex¬ 
changes with him. Whoever wishes to exchange this 
number of cards with him must call the same number 
in return, and take the cards, giving an equal number 
from his own hand. 

When a player has nine cards of one kind, he calls 
“Bouquet!” He scores whatever amount is marked 
as the value of the flower he corners. The first player 
scoring three hundred points wins the game. 

Gossip 

Players are seated in a row. The leader whispers a 
sentence rapidly into the ear of his neighbor, who 
whispers what he thought he heard to his neighbor, 
and so on, to the end of the line. The sentence cannot 
be whispered more than once to any player. Begin¬ 
ning with the last player, each tells what he thought 
he heard. 

Hidden Proverbs 

One player leaves the room. The others select a 
proverb for him to guess, each player having one word 
of the proverb assigned him. When the player re¬ 
turns, he asks a question of each in turn, and each 
must include his word in the answer. For example: 
The proverb is, “Make hay while the sun shines.” 
The first player uses the word “make” in his answer; 
the second uses “hay”; the third, “while,” and so on. 
If there are more than six players, the next group be¬ 
gins with “make” and goes through the proverb again, 
giving different sentences. 


274 


FOUR HUNDRED GAMES 


When the player who is “it” has guessed correctly, 
he may choose his successor. 

Hidden Words 

This pastime of finding hidden words is very much 
enjoyed by all children as soon as they possess suffi¬ 
cient word knowledge. 

Specially prepared sentences are necessary for this, 
but skill in preparing them is easily acquired, and old¬ 
er pupils will help, finding it a game in itself to make 
the puzzles. In the following examples the hidden 
words are italicized. In this case they are dairy 
products. 

1. But Terrence, you cannot go. 

2. He bought an acre a mile from home. 

3. Hamff /mows what he should do. 

It is preferable to have a definite kind of words 
hidden in each group of sentences. Animals, flowers, 
and proper names are good subjects. With older pu¬ 
pils the hidden names of cities, states, etc., may be 
used. 

Huckle, Buckle, Bean Stalk 

One group of players leaves the room. Those re¬ 
maining in the room hide a large Lima bean. It 
should be placed where it cannot easily be seen, yet 
should not be completely hidden. When it has been 
hidden, the group outside is recalled, and all begin to 
hunt for the bean. As soon as a player sees it, he im¬ 
mediately goes to his seat and says, “Huckle, buckle, 
bean stalk.” The game continues until all the players 
have discovered the bean, when the other group hides 
it. 

If there are only a few players, only one may hide 
the bean, the other players leaving the room. The 
game may also be played by hiding a ring, thimble. 


275 


QUIET GAMES 

or other small object. An interesting variation is to 
require each player who discovers the object to take 
his seat and begin to whistle or sing. This makes a 
good game for a social gathering. 

How Do You Like It? 

One player goes out of the room and the other play¬ 
ers decide upon some word to be guessed by him. 
When he returns, he asks questions of each one, such 
as, “How do you like it?” “When do you like it?” 
and so on. He decides from their answers what the 
word is. The one giving the clue is “it” the next time. 

Illustrator 

Each player is given a large sheet of paper, on 
which are numbers from 1 to 10 or from 1 to 15. The 
leader reads a list of persons’ names, allowing long 
intervals between the names. For every name that 
is read each player is to illustrate by a drawing some¬ 
thing in connection with the person named; an episode 
in his life, a characteristic or a discovery or invention 
of his, etc. For example, the illustration for Franklin 
might be a kite or a boy with a loaf under his arm; 
for Dick Whittington, a cat or bells; for Sir Walter 
Raleigh, a cloak or a puddle of water. 

The results will be very amusing. Sometimes the 
poorest “artist” will make the most significant repre¬ 
sentation. 

Identify 

This is a good “ice-breaking” game. The hostess or 
leader pins on the back of each person the name of 
some animal, and provides him with pencil and paper. 
The object is for each player to find out and write op¬ 
posite every person’s name, the animal which he rep¬ 
resents, and at the same time to prevent others from 


276 FOUR HUNDRED GAMES 

discovering his own identity. The person having a 
complete list, who is named the least number of times 
on other lists, is considered the winner. No person 
may stand for more than an instant with his back 
against anything. 

Illustrations from advertisements may be used in¬ 
stead of the names of animals. 

In a large gathering where people are not acquaint¬ 
ed, the players need not be required to list the real 
names of others but merely the names which are 
pinned on their backs. 

I Have a Bright Idea 

One player who is “it” leaves the room, and those 
remaining choose the name of some object in the room. 
The one who left the room is called in and some one 
says to him, “I have a bright idea.” “What is it like?” 
he asks. The answer is, “It is like you.” Then “it” 
must say, “In what respect?” If the stove was chosen, 
the answer may be, “Because it stands on its feet,” or 
“Because it eats a great deal (of wood),” etc. “It” is 
allowed two guesses. If he guesses correctly, he may 
choose a successor. If he fails, the one who “had the 
idea” may take a turn at guessing or may choose 
some one else to be “it.” 

I Have a Little Dog 

This is another interesting variation of the Al¬ 
phabet Answers idea. (See page 264.) 

The players stand in a row. The leader says, “I 
have a little dog.” The first player gives a sentence 
about the dog, using an adjective beginning with “a” 
to describe him, as “He is an active little dog.” The 
next player must give an adjective beginning with “b,” 
as “He is a busy little dog.” This goes on until the 


QUIET GAMES 277 

alphabet is exhausted. Or, the leader may name a 
particular letter that is to be used when he gives the 
sentence, and every one must use that letter until it 
is changed. Those failing to give a sentence in the 
brief time allotted may go to the foot of the row, or 
may sit down. The one who remains standing long¬ 
est wins. This is sometimes called “The Minister’s 
Cat.” The players describe the minister’s cat by using 
descriptive adjectives as in the above. 

Imaginary Hide and Seek 

All players are seated. One is the hider. He 
imagines himself hidden in some place (for example, 
the clock or the bell). He then says, “Where am I 
hiding?” to each player in turn. The player who 
guesses correctly is the next hider. 

Initials 

The players are divided into teams. The opposing 
teams line up, facing each other. The captain on one 
side names an animal, flower, city, river, or something 
from any class of objects, beginning with “a.” His 
opponent does the same, and the game goes on, the 
players on the teams naming objects alternately, until 
a player of one side fails to give a name with the re¬ 
quired initial. That side loses one of its members to 
the other side. Then the letter “b” is taken, and so on 
until time is called, when the side having the most 
players is pronounced the winner. 

Ironing Board 

One player is selected to leave the room, while the 
others decide upon a word for him to guess. When he 
returns, he asks questions of each in turn, and each 
must give an answer involving the word selected, but 


278 FOUR HUNDRED GAMES 

must substitute the word “ironing board” for it. For 
instance, suppose the word “watch” be chosen. The 
guesser asks, “Did you ever see one?” The player ad¬ 
dressed may say, “Yes, indeed, an ironing board is a 
very common thing.” 

Questioner —Do you own one? 

2d Player —I wouldn’t be without my ironing board. 

Questioner (to 3rd player) —Where does he keep 
it? 

3d Player —I don’t know where he keeps his ironing 
board. I keep mine in my pocket. 

Questioner (to 4th player) —Have you one? 

4th Player (bringing in a new meaning of the 
word) —You’d better ironing board me and see. 

This questioning is continued around the circle or 
until the word is guessed. The one who gives the clue 
is the next guesser. If a guesser gives up, he must try 
again on another word. The use of a word with a 
double meaning adds to the fun. Sometimes the word 
“teakettle” is used, instead of “ironing board.” 

I Wonder 

(Throwing Light) 

This game is an interesting variation of Ironing 
Board which older players will like. Two players 
agree upon a word and start a conversation which 
shall contain hints as to what it is. Whenever an¬ 
other player thinks he knows the word, he enters the 
conversation. He must always precede his first sen¬ 
tence with the words “I wonder.” The players in the 
secret may judge from that sentence, or from one or 
two following remarks, whether he has guessed the 
right word. If they have reason to doubt, they may 
test him by pertinent questions, also preceded by the 
phrase “I wonder.” If he answers satisfactorily, he 



QUIET GAMES 279 

may continue in the inner circle. If he proves to be 
wrong, he must leave it. 

The following is an example. In this “May” is the 
word chosen. 

1st Player —It is a lovely time. 

2d Player —Yes, and I like its blossoms (referring to 
May flowers). 

Guesser —I wonder if you like the apples, too (re¬ 
ferring to May apples). 

1st Player —I wonder if you can tell what comes be¬ 
fore it. 

Guesser —Showers, usually (referring to April 
showers). 

Keen minds will make this game most interesting. 
The object is always to converse so that only those in 
the secret, and not the outsiders, will understand the 
allusions. 

Jig-Saw Puzzles 

As this is a progressive game, several tables or desks 
are needed. On each table is a box containing a jig¬ 
saw puzzle. These should be graded in difficulty, ac¬ 
cording to the ages of the players. Each player sets to 
work to put his puzzle together. At a given signal 
players change tables or desks. Each puzzle completed 
in the allotted time gives the player ten points. Part¬ 
ners may be permitted, and this adds to the fun. Pic¬ 
ture post cards, bird pictures, and, for older players, 
maps, etc., are good material to use as puzzles. 

Lists 

Each player takes pencil and paper. The teacher 
gives the name of a general class of objects, and an 
initial. Using this initial as the first letter of each 
word, the players write the names of as many objects 


280 FOUR HUNDRED GAMES 

belonging to the class given as they are able to do in 
one minute. 

Birds, flowers, cities, rivers, pictures, etc., are some 
of the more obvious classes. Some that might tax the 
thinkers more are: building materials; labor-saving 
devices; great men of to-day, and so on. 

Teams may be chosen, and scores kept. 

Lost Identity 

This game is an unusually good one for correlation 
with history or literature. One player leaves the room, 
and the others choose some character whom he is to 
represent when he returns. He is to guess his identity 
from the questions and remarks which are addressed to 
him. He may ask three questions to help him, but 
these may not be answered by “Yes” or “No.” The 
player giving the clue is “it” for the next game. 

Logomachy 

This interesting game requires a large number of 
cardboard letters. The letters are placed face down on 
the table, and each player draws one. The first play is 
given to the player who draws A, or the letter of the 
alphabet nearest A. Then, beginning at his left, each 
player places his letter, face up, on the table in front 
of him. Each draws again and places the letter in 
front of him. Any time that a player can make a word 
out of the letters in front of him he does so and “re¬ 
tires” the word so made. If a player wishes, he may 
draw from the letters in another player’s lot, if he sees 
among them one that would complete a word. This is 
done in his regular turn instead of drawing from the 
pile. At any time, a player may take a word that has 
been made by another, if he can change the word by 
the addition of a letter or a word in his possession. 


QUIET GAMES 281 

For instance, if he have an “e,” he may appropriate 
his neighbor’s “top” and make “poet” out of it; or he 
may add “skin” to “seal” and make “sealskin.” The 
player having the largest number of words at the end 
of a given time wins. 

Lyceum Bureau 

This is an excellent way of giving an entertainment. 

' The director and his assistant, very businesslike, and 
rather crabbed, are at their office trying out candidates 
for their lyceum circuit. Each candidate demon¬ 
strates his talent or accomplishment. Some are really 
good, others are ridiculous. Much depends on the 
director and his pertinent remarks,—rejecting one be¬ 
cause he wiggles his ears, accepting another because 
she can wear the costume of her predecessor, though 
her singing is atrocious, and the like. 

Masquerade 

One player leaves the room. Those remaining de¬ 
cide upon the character whom the absent player is to 
represent. He returns and must guess from their ac¬ 
tions and conversation whom he represents. If, for 
instance, he is Columbus, he may be greeted by a 
chorus of jeers and insinuations that he is crazy; later, 
treated with respect, and finally carried off to prison. 
If he is the King of England, he is treated with hom¬ 
age, and so on. 

The Moving Ring 

(Find the Ring) 

All the players are seated in a circle, except one of 
them who stands in the center. The circle players 
hold in their hands a stout string that passes around 
the circle. A ring is hung on the string and is moved 
around the circle, from player to player. The center 


282 FOUR HUNDRED GAMES 

player tries to find the ring; the others try to conceal 
it. If the center player thinks he knows where it is, 
he calls the name of the player who has it. If he is 
right, that player must go into the center. Two rings 
going in opposite directions make the game more in¬ 
teresting. 

Mosaics 

A list of unrelated words is given each player. This 
list must contain all the parts of speech, though in any 
proportion. Each of the players writes a “story” con¬ 
taining these words in their given order. The best 
story wins. 

Mysterious Couplets 
(Progressive Poets) 

Each player is given a slip of paper, upon which he 
is to write an original line of poetry. He folds this 
and passes it to his neighbor, telling only the last word 
of his verse. The neighbor writes another line which 
shall rhyme with the first. So the paper is passed on, 
each two persons adding a new couplet. Instead of 
telling only the last word, the first “poet” may tell his 
neighbor the subject of his thought, so that the whole 
couplet may have to do with the same subject. Some 
amusing contrasts are developed. 

Number Guessing 

An accomplice is required in this game. One player, 
called the magician, leaves the room; his accomplice 
remains with the other players. The magician an¬ 
nounces that he will name any number selected by the 
others while he is out of the room. When he comes in, 
he places his hands on the cheeks of his helper. Osten¬ 
sibly both concentrate deeply. In reality the accom¬ 
plice bites gently on his back teeth—once for every 
digit in the number which has been chosen, pausing 


QUIET GAMES 283 

between them to show their order. Thus for the num¬ 
ber 2159: two bites, pause; one bite, pause; five bites, 
pause; nine bites, pause. Then the magician an¬ 
nounces the number. Some practice beforehand is 
advisable. 

One, Two, Three 

One player leaves the room while the others decide 
upon three persons or articles, which they number 1, 
2, 3 respectively. The outside player returns and is 
asked what he will do with One, Two, and Three. If 
the guessing player, without knowing what has been 
chosen, gives disposals which are within the limits of 
possibility, he chooses his successor. If, however, he 
decides upon actions which are impossible, he pays a 
forfeit. Suppose, for instance, the company choose 
as One, a white cat; as Two, an American Indian; as 
Three, London Bridge. Suppose the guessing player 
says, “I will eat cabbage with One; I will take Two for 
an aeroplane ride; I will tie a horse to the other and 
draw it away.” The first two are possible, but the 
third is not, so he must pay a forfeit. 

Parlor Magic 

There are many forms of parlor magic in which a 
“magician,” usually with the help of an accomplice, 
mystifies his audience. One of the simplest forms is 
that in which the magician leaves the room and some 
object is given to one of the players for safe-keeping. 
The magician returns and is able to determine who has 
the object by watching the accomplice, who places his 
hands in the same position as does the person holding 
the object. In all parlor magic much is added if the 
magician and his helper perform mysterious rites in 
keeping with their roles. Any co-operation must be 
carefully camouflaged. 


FOUR HUNDRED GAMES 
Pass 

Players form an open circle, either standing or sit¬ 
ting. The teacher, or leader, starts an object, say a 
ball, which is to be passed around the circle. When 
that is on its way, she introduces another object, such 
as a swatstick. This continues until several objects 
are passing around the circle. The passing should be 
done rapidly. If a player drops an object, he leaves 
the game. The one last to leave wins. 

The game develops skill in handling various objects 
and is productive of much merriment. In school some 
of the objects that may be used are: ball, swatstick, 
bell, eraser, pencil, drawing tablet, yardstick. In a 
parlor other things may be chosen, as sofa cushion, 
thimble, dish, toy animal, and the like. 

Poor Pussy 

The players are seated in a circle. One player, 
“Pussy,” goes about meowing, kneeling in front of 
each one in the circle. The player strokes Pussy’s 
head and says in a dignified manner, without smiling, 
“Poor Pussy!” If he smiles, he must change places 
with Pussy. Pussy may do anything in the way of un¬ 
usual crying or assuming funny expressions to cause 
the one who is petting him to smile. 

Prince of Paris 

Developing the splendid possibilities of this game 
rests entirely upon the leader. He must be quick of 
speech and thought, and must require a like keenness 
from the other players. 

The players, who are seated, are lined up facing the 
leader, and numbered. 

The leader begins by saying, “The Prince of Paris 
lost his hat. Number — found it.” The number nam- 


QUIET GAMES 285 

ed should say at once, “No, sir, not I, sir!” The 
leader then asks, “Who, then, sir?” The player re¬ 
sponds, “Number —, sir,” naming another. The 
player having this number replies as the preceding 
one, naming still another number. This dialogue is 
repeated until some player fails to respond as soon as 
his number is called. In that case the leader says, “To 
the foot, sir!” and the one who failed in promptness 
goes to the foot. So the game goes on indefinitely 
until all have been to the foot, or until the leader and 
players are exhausted. 

It is one of the best possible games for a social 
gathering or at school, with a good leader, but if it is 
allowed to drag, it is worthless. 

Penny Search 

Give to each player a penny of old design. Provide 
each, also, with pencil and paper on which the follow¬ 
ing list of things is given, to be found on the penny. 
Each person writes as many answers as possible, and 
the best list receives a reward. 

1. A kind of fruit—Date. 

2. Part of a hill—Brow. 

3. The name of a country—America. 

4. A weapon used by the Indians—Arrow. 

5. A large body of water—C (sea). 

6. A beverage—T (tea). 

7. An ancient weapon of defense—Shield. 

8. An animal—Hare (hair). 

9. A messenger-—One sent* (one cent). 

10. A flower—Tulip. 

11. The first American—Indian. 

12. A part of a door—Lock. 

13. A part of Indian corn—Ear. 

14. Trimming used by a milliner—Feather. 


286 FOUR HUNDRED GAMES 

Queen Dido 

The players are seated in a circle. The leader turns 
to his right-hand neighbor, and the following conver¬ 
sation takes place: 

“Queen Dido is dead!” 

“What did she die of?” 

“Doing this.” 

As the leader says “Doing this,” he clinches his 
right fist and taps it up and down on his knee. The 
neighbor immediately imitates the movement and 
turns to his neighbor, starting the same conversation 
and movement as that already described. This con¬ 
tinues until every one is tapping his knee. The leader 
then turns to his neighbor with the same information, 
but this time adding to the first movement the action 
of tapping the left knee with the left fist. The con¬ 
versation and movement proceed around the circle as 
before. The third time the leader taps the floor with 
the right foot, at the same time continuing movement 
of the hands; the fourth time both feet are tapped, 
and the fifth time the head is bobbed backwards and 
forwards. 

The game may be repeated from the beginning with 
a new leader. New movements may be originated by 
the leader. 

When the game is played in the schoolroom, two 
rows may face each other. The leader is in one row 
and starts the information going up his own row; 
then it proceeds down the opposite row until it reaches 
the player who is seated opposite the leader; this 
player then gives the information to the leader, who 
starts the second movement. 

This game gives excellent training in muscle control 
and co-ordination. 


QUIET GAMES 287 

Riddles 

Children of all ages delight in riddles, and there are 
certain “classical” riddles which every child should 
know. Humpty Dumpty, Little Miss Etticoat, The 
Chimney, and Round as an Apple are a few of these 
standard riddles. 

There is no reason why children should not make up 
riddles of their own. They will find the attempt a de¬ 
lightful game. A few simple ones, such as children 
should be able to give, are here included as sug¬ 
gestions. 

What pins have no points? Clothespins. Ninepins. 
Rolling pins. 

What comb do we never comb hair with? Honey¬ 
comb. Cockscomb. 

What key never unlocks a door? Donkey. 

A long round body, and never an eye, 

To write with, many of me you buy. 

Pencil. 

A face have I, and hands also, 

I stand all day, yet I never go. 

Clock. 

A slender body, and a tiny eye, 

No matter what happens I never cry. 

Needle. 

Four legs have I, yet I never walk; 

I stand all day and never talk. 

Table. Chair. 

Simon Says 

The players sit or stand in a circle. A leader stands 
in the center and says, “Simon says, ‘Thumbs up!’ or 
Simon says, ‘Thumbs down!’” (“Wiggle waggle,” or 
any other movement may be given.) At the same 
time he goes through whatever movement he an- 


288 


FOUR HUNDRED GAMES 


nounces, and the other players follow him. Should the 
leader perform the act and say merely, “Thumbs up!” 
etc., omitting “Simon says,” the players should not 
follow him. Any one who does so must pay a forfeit 
or drop out of the game. 

Single Track 

The success of this game depends upon the in¬ 
genuity of the questioner. Each child chooses a word 
which he must include in every answer made to the 
questioner. The questioner goes about asking ques¬ 
tions of each child. He should try to build up a con¬ 
nected story. An example follows: 

Questioner (to first child )—How did you come to 
school to-day? 

First Child (who has chosen the word “onion”) — 
On an onion. 

Questioner (to second child) —Did you meet any¬ 
one? 

Second Child —Yes, a pig. 

Questioner (to third child) —Were you afraid of 
him? 

Third Child —No, for I carried a dishcloth. 

A forfeit may be required of any player who laughs. 

Stage Coach 

« 

A leader assigns players the names of objects and 
characters that might be seen in a stage coach or that 
have to do with a stage-coach journey. The leader 
(stage-coach driver) stands and begins his story of 
the journey, bringing into the story the various names 
given, as “I cracked the ivhip , the horses jumped, and 
we were off. One wheel sank into the mud. The old 
gentleman ivith the crooked nose jumped out of his 
seat, knocked his umbrella out of the rack,” and so on. 


QUIET GAMES 289 

Each time one of the objects or characters is men¬ 
tioned, the player bearing that name must get up and 
turn around. Whenever the word “stage coach” is 
brought into the story, all must get up and turn 
around. The story ends with the words, “The stage 
coach upset,” and all change seats, at which time the 
driver finds a seat. The one left without a seat is the 
next driver. Seasonable variations are possible, as 
a Christmas story, bringing in the names of various 
gifts, and the like. Needless to say, ingenuity on the 
part of the “driver” makes this a most fascinating 
game. 

Telegrams 

Each player is given a pencil and a telegram blank. 
Upon this he places ten letters, leaving a space after 
each one. He must not use the same letter twice. All 
blanks are then passed to the right, and each person 
is supposed to fill out the ten spaces with words which 
must begin with the letters written on the paper. The 
telegrams are then read aloud. If printed blanks are 
not available, they may be improvised. 


Tit-Tat-Toe 

This familiar game is good for two players. A dia¬ 
gram is drawn on paper or blackboard. Nine spaces 

are provided. Two distinguishing 
marks are chosen, usually a cipher 
and a cross. Each player, in turn, 
places his mark in one of the spaces. 
The object is to place three of one’s 
marks in a row. The one who does 
this draws a line through the three 
and cries, 

“Tit-tat-toe, 

Three men in a row!” 


X 

X 

X 

0 

0 

X 



0 












290 FOUR HUNDRED GAMES 

Each player, of course, tries so to place his “men” 
as to prevent his opponent from getting his marks in 
three adjacent spaces. In score keeping provisions 
are made for the “old man,” who gets all games not 
won by one of the players. 

Two-Minute Conversations 

In this game couple formation is necessary. To 
each couple is given a slip of paper on which a topic 
has been written. Each couple, in turn, must rise and 
converse upon the assigned topic for the allotted two 
minutes. 

For purely social affairs the topics given may be 
ridiculous, as “Do you like Coney Island?” or “Should 
I wear my new hat Sunday ?” 

As a game for correlation, topics in geography or 
history or other subject may be given and discussed in 
an earnest manner. 

What is My Thought Like? 

The child who is “it” has a “thought.” He asks the 
question, “What is my thought like?” of each one in 
the group. Each may answer as he pleases. When an 
answer has been received from every one in the room, 
the child announces what his thought was and then 
calls on each one to name some resemblance between 
the thought and his answer. Those who cannot tell 
of some similarity, however ridiculous, must pay for¬ 
feits. So, also, must any one who names the actual 
thought of the questioner. 

Example: 

Questioner —What is my thought like? 

1st Player —Like a stove. 

2d Player —Like an omnibus. 

3d Player —Like a horse. 


QUIET GAMES 


291 


The questioner announces that his thought was “an 
old shoe.” To the first player he says, “Why is my 
thought like a stove? The answer will probably be 
“Because it is black.” 

The second player, when asked, may answer, “Be¬ 
cause it is large”; and the third may say, “Because it 
travels much.” 

What Kingdom 

One player leaves the room. The others agree upon 
some object which he must guess. He returns and 
asks questions of each in turn, in an endeavor to learn 
the word. His first task is to learn the kingdom to 
which it belongs. Wood, or anything made mostly of 
wood, belongs to the vegetable kingdom; things made 
mostly of mineral are said to belong to the mineral 
kingdom, animate objects to the animal kingdom. The 
players should decide to what kingdom the object be¬ 
longs before the guesser returns. 

After the guesser ascertains the kingdom to which 
the article belongs, he proceeds to ask any other ques¬ 
tions which may assist him in guessing the name of 
the article. Thus, he may find out its location, its size, 
use, importance, color, etc. 

The guesser may ask only questions which may be 
answered by “Yes” or “No,” and care must be taken 
that only these answers are given. As is customary 
in these games, the player giving the clue becomes “it” 
for the next game. 

Word Building 

A long word is assigned the players. The one who, 
in a certain time, makes the longest list of words, us¬ 
ing the letters of the given word, wins. Try to choose 
a word that will be appropriate and yet different. 
For February 22, for instance, instead of Washington, 
use Delaware River or Valley Forge. 


292 FOUR HUNDRED GAMES 

Word Relay 

Players line up as in a spelling test, or they may be 
seated in a row. The one at the head of the line gives 
a letter. The others in the line are to build up a word 
by adding letters in such a way that the word is not 
completed until the last player has given a letter. 

With eight in line, an eight-letter word is necessary. 
Suppose the first player to have given “R,” the next, 
thinking of Rochester, to have said “o,” and the third, 
thinking of Robert, to have said “b” has formed a 
word and must go to the foot of the row. The next 
player must then begin another word. 

Other Quiet Games 

Adverbs and Adjectives 
Animal Target 
Artists’ Relay 
Buzz 

Composition “Books” 

Consonant Guess 
Continued Stories 
Dictionary Contest 
Dog 

Events and Dates 
Fishing 
Follow 
Forfeits 

Guessing Phonograms 
Hands Up—Hands Down 
Hide the Ball 
Historical Stage Coach 
Imaginary Walks 
Jig-Saw Maps 
Leaf Naming 

Living Titles—Living Slogans 


QUIET GAMES 

Lost Child 
Merchant 
Number Guess 
Observation 
Pass Ball 
Progressive Drill 
Proper Places 
Quiz 

Repetition 

Sense Training 

Shell Guess 

Snake in the Grass 

Spelling Lotto 

Spoon Game 

Thanksgiving Basket 

Thanksgiving Feast 

Thus Says the Grand Mufti 

Traveling Game 

Whistlers 

Who Is Your Neighbor? 
Word Contest 


293 


FORFEITS AND STUNTS 

Since these two groups have so much in common, they 
are listed together. Forfeits are usually stunts, but they 
are often less complicated or less difficult than the reg¬ 
ular stunts. Many of the stunts could not be used in for¬ 
feits. (See introduction to Stunts.) 

Forfeits 

Many games demand the payment of forfeits as a pen¬ 
alty for failure in some part of the game. Forfeits com¬ 
monly consist of some trinket or bit of wearing apparel 
which is given up to the collector appointed, and later re¬ 
deemed by the owner by the performance of a task desig¬ 
nated by the “judge.” Much fun is possible when the 
judge is familiar with a wide assortment of tasks and 
with the help of his accomplice gives the right tasks to 
the right persons. The players themselves must be willing 
to do their share. The forfeits collected should possess 
value, so that the players will work to redeem them. The 
usual procedure is as follows: The judge sits where he 
may not see the forfeits as his assistant holds them, one 
at a time, over his head, saying, “Heavy, heavy, hangs 
over thy head. What shall the owner do to redeem it?” 
Another formula runs as follows: “Here is a forfeit, a 
very fine forfeit, what shall be done to redeem it?” 

In either case the judge asks, “Is it fine, or superfine?” 
The answer is “Fine,” if the forfeit belongs to a boy; 
“Superfine,” if to a girl. The judge then assigns a task 
appropriate to boy or girl, saying, “He shall—” (naming 
the task). Sometimes it is desired to give a task to two 
persons. In that case the judge sentences two at once. 
(See “Forfeits for Two Persons.”) 


FORFEITS AND STUNTS 295 

Forfeits for Boys 

ACROBAT. Stand on head, walk on hands, or the 
like. 

JUGGLER. Balance a ruler or pencil on the chin or 
nose. 

JUMP FOR IT! Jump and catch in teeth a piece of 
paper pinned on the wall above the head. 

MISER. Pick up three coins from the floor with 
the teeth. 

PLAY DOG. - Crawl on all four under a table and 
bark like a dog. 

SHOW HUMILITY. Kiss the sole of each shoe. 

TRICK DOG. Let one boy clasp hands together, 
holding out arms at side, and the one paying the for¬ 
feit jump through circle thus formed. 

WALK LIKE A FISH. Starting with hands to¬ 
gether, move sidewards by raising alternately opposite 
toes and heels and turning them in the same direction. 
That is, first raise left toe and right heel, then right 
toe and left heel, and so on. 

WOODEN MAN. Sit or lie on the floor and rise, 
with arms folded. 

Forfeits for Boys or Girls 

AUTOBIOGRAPHY. Stand and say something 
complimentary about oneself. 

BIOGRAPHY. Stand and say something uncom¬ 
plimentary about some person in the company. (The 
judge names the person.) 

BLINDFOLD BLOWER. Blindfolded, walk up to 
a lighted candle and try to blow it out. 


296 FOUR HUNDRED GAMES 

CHOOSER. Bow to the prettiest, kneel to the wit¬ 
tiest. 

DEMONSTRATE MATHEMATICAL ABILITY. 
Count any required number, say fifty, backwards. 

DIPLOMAT. Curtsey to each girl, and bow to each 
boy in the room. 

HOP TO ROME. Hop on one foot around the room. 

HUNGRY BOY (OR GIRL). Eat an apple or 
doughnut suspended from a string. Hands must be 
kept behind back. 

KISS THE BLARNEY STONE. Kiss a smooth, 
hard surface, such as a mirror or windowpane, then 
go about the room and pay a compliment to each 
person. 

KISS THE ONE YOU LOVE. Kiss one’s shadow. 

MIXED WRESTLING. With arms crossed, grasp 
the left ear with the right hand, and the nose with the 
left hand. Suddenly change to grasping the right ear 
with the left hand and the nose with the right hand. 
Do this several times, alternating quickly. 

NEGATIVE. Answer “No” to a question from 
each of the company. 

NIMBLE BLOWER. Try to blow out a candle 
which is being rapidly passed back and forth before 
the mouth. 

ORATOR. Make a speech on an assigned subject. 

PARROT. Repeat a sentence after the judge with¬ 
out making a mistake. (The judge will see to it that 
the sentence is a complicated one.) 

POLLY ANN A. Approach each one in the room 
with a question beginning, “Aren’t you glad?” re- 


FORFEITS AND STUNTS 297 

ferring him to some cause for pleasure which he may 
or may not have. 

RHYMSTER. Write a four-line stanza about some¬ 
one in the company or upon any other assigned topic. 

ROUNDABOUT ANSWERS . Answer a certain 

number of questions without saying “Yes” or “No.” 

SCANNING VERSE. (Judge names the verse.) 
Player recites a familiar stanza, numbering each 
word, as: 

“Little (one) drops (two) of (three) water (four), 
Little (five) grains (six),” etc. 

TRAVELLER. Go about the room collecting an ar¬ 
ticle from each player to take on a journey. (Each 
person will try to contribute an article awkward or 
difficult to carry, as a sofa cushion, tray, footstool, and 
the like.) The traveller must go once around the 
room carrying his entire load. 

VARIED WEATHER. Laugh in one corner of the 
room, whistle in another, sing in the third, and cry in 
the fourth. 


Forfeits for Two Persons 

BLINDFOLDED FRIENDS. Two people, blind¬ 
folded, approach each other from opposite corners of 
the room and shake hands. 

DINE TOGETHER. Two are blindfolded and pro¬ 
vided with bibs for safety’s sake. They are then seat¬ 
ed on the floor and given a bowl of uncooked cereal, or, 
something less edible, as cornmeal, and told to feed 
each other. 

DUET. Two people sing a different song at the 
same time. 


298 ' FOUR HUNDRED GAMES 

Stunts 

y 

That group of activities popularly known as Stunts, 
and so listed here for want of a better name, are not true 
games, but they so closely resemble games in nature and 
purpose, that any comprehensive listing of games must 
include some of them. A stunt, in this sense of the word, 
is a difficult or ridiculous performance, usually carried 
out by one, or two, or a small group. The others of the 
company are onlookers, and are interested or amused at 
the expense of the performers. 

Everyone is familiar with certain stunts and has prob¬ 
ably at some time found them of value in furnishing en¬ 
tertainment. They are most effective “ice-breakers” and 
aids to sociability, and an interesting program may be 
prepared by the use of them alone. Many stunts de¬ 
scribed here will suggest variations of themselves or en¬ 
tirely new arrangements. 

The stunts included in this section are those which 
may be performed indoors, and which do not involve any 
great expenditure of energy. Other very good stunts, 
involving more of physical exertion, are found in the sec¬ 
tion on Athletic Games, and are listed at the end of this 
chapter. These last-named stunts are most suitable for 
men and boys. 

This section will be especially helpful in supplying ma¬ 
terial for adults’ or children’s parties. It is well to note 
that while many of them will bear frequent repetition, 
there are some which may be used only occasionally with 
the same group, since if used often, they lose their novelty 
and become uninteresting. 


Blind Obstacle Race 

Chairs, dishes, pans, etc., are placed in rows on the 
floor. Each contestant views the course. He is then 
blindfolded and told to walk down his row without 
touching the obstacles. Then, unknown to the blind- 



FORFEITS AND STUNTS 


299 


folded one, the obstacles are removed, and the specta¬ 
tors are amused to see the misled contestants walk 
gingerly down the cleared paths. 

Busy Partners 

Half of the players are given slips of paper describ¬ 
ing some action which their partners are to perform. 
They set out to find their respective partners 
who are performing according to the directions on the 
papers which they have received. For instance, one 
paper may say, “You will find him in front of the east 
window, crowing like a cock.” The corresponding 
slip has said, “Stand in front of the east window, flap 
your arms, and crow.” Another paper says, “Look 
for a little mouse.” The corresponding paper says 
“You are a mouse, picking up wheat.” 

Other actions are sleeping, weeping, making a 
speech. Every action must be continued until the 
partners have discovered each other. 

Candle Contests 

1. Contestants line up, each holding a lighted can¬ 
dle. On signal they race for an assigned goal. If a 
candle goes out, the holder must return to the starting 
goal to have it relighted. This may also be made a 
relay race. 

2. An amusing contest is the blowing out of can¬ 
dles. A certain number of lighted candles are grouped 
together, and each one in turn tries to blow them out. 
Varied significance is attached to the results, as 
the number left lighted signifies the number of years 
before marriage, before becoming wealthy, etc. 

Celebrated Partners 

Each pupil is given the name of a famous character, 
real or fictitious. It is planned so that those who are 


300 FOUR HUNDRED GAMES 

to be partners receive the names of characters who are 
naturally connected in thought or fact, as Cinderella 
and the fairy godmother, Fagin and Oliver Twist, 
Damon and Pythias, Napoleon and Wellington, and 
the like. The players go about finding their partners, 
by means of conversation. Fictitious funny characters 
may be named, as Johnny Stout and Johnny Stout’s 
Ma, Mirandy and Mirandy’s beau Silas, etc., but these 
are better confined to adults’ parties. 

Cracker Race 

Each contestant is supplied with four large crack¬ 
ers. At a signal all begin to eat the crackers. The one 
who finishes first, and whistles, wins. 

This may be done in relay formation, each con¬ 
testant eating his cracker and whistling in turn. Pea¬ 
nuts and bananas are also good material for this con¬ 
test. 

Funnel Race 

Two strings are strung parallel across a room, about 
three feet apart, and at a distance which shall bring 
them in line with the heads of the contestants. On 
each string is fastened a paper cornucopia. A starter 
and judge are needed at the respective ends of the line. 
Two teams, as evenly matched as possible, are lined up 
near their respective funnels. At the signal the two 
leaders race, each blowing his funnel toward the goal. 
The judges announce the winner, the funnels are re¬ 
turned to the starting place, and the next two players 
race. Score is kept, each winner scoring a point for 
his side. 

Indoor Yard Dash 

The players line up in teams. A certain number of 
players from each team (the number may vary, ac¬ 
cording to the size of the teams) race at a time. Each 


FORFEITS AND STUNTS 301 

is provided with a yardstick, a toothpick and a dime. 
The object of the game is to see which player can first 
push his dime to the end of the yardstick with the 
toothpick. The winners of the several relays then 
compete for the championship. 

Indoor Tug of War 

A lump of sugar, a prune, or any other edible, is 
tied firmly in the middle of a long string. Each of two 
contestants is given one end of the string, and each 
must chew the string rapidly, in an attempt to reach 
the prize. The one reaching it first may eat it. 

Lucky Strike* 

One contestant is blindfolded and a hat is pulled 
over his eyes. He is then spun around and told to 
walk six paces and strike at suspended earthen flower 
pots with a long stick. Two contain water; two prizes 
—sweet chocolate, etc. This stunt is amusing to the 
spectators, as many vigorous whacks hit nothing at 
all. 

Needle Threading Contest 

Half of the players, holding large needles, line up on 
one side of the room. The other half, holding short 
lengths of thread, take their places at the other side 
of the room. Partners are opposite each other. At a 
signal, the players holding the thread race to the other 
side of the room and try to thread the needles held by 
their respective partners. The couple whose needle is 
first threaded and presented to the judges is the win¬ 
ning couple. 

Newspaper Race 

Each contestant is supplied with two newspapers, 
one to be placed under each foot. On signal all travel 

* From Spalding Bulletin 


302 FOUR HUNDRED GAMES 

towards an assigned goal, but they must travel only on 
the newspapers. That means that with each step for¬ 
ward, the newspaper from which the foot has been re¬ 
moved must be placed in front of the racer to receive 
his next step. If there is a large number of players, 
they may be lined up in teams and the game played as 
a relay race. 

Repetition 

There are many forms of these tricks of repetition, 
wherein the leader gives a certain phrase or sentence 
with the request that it be repeated exactly as he gave 
it. The trick consists in discovering just what is the 
peculiarity that characterizes his utterance. It may 
be an inflection of the voice or a certain emphasis, but 
it is more likely to be something that has no connec¬ 
tion with the meaning of the sentence, as, for instance, 
an intake of the breath at the beginning, a nod of the 
head, or a motion of the hand. The trick must be very 
unobtrusive, and any other mannerisms may be em¬ 
phasized and changed each time, to the greater be¬ 
wilderment of the players. A complicated or strange- 
sounding sentence helps in this. 

Ribbon Race 

Each contestant is supplied with a five-yard strip of 
the narrow paper which comes on bolts of No. 2 rib¬ 
bon, and a pair of scissors. At a given signal, each be¬ 
gins to cut his ribbon lengthwise. The one first finish¬ 
ing is declared winner. Cutting or breaking the paper 
disqualifies a contestant. The contest may be run in 
relays of five players each, the winners of the relays 
competing in a final. 

Stunt Guesser 

One child goes out of the room, and the other play¬ 
ers decide upon some stunt which he shall perform. 


FORFEITS AND STUNTS 303 

When he comes in, he must ascertain their wish by 
doing stunts until he has found the right one. The 
stunt chosen should be one familiar to all. 

This Is My Nose 

One who is very quick should be chosen as leader. 
He faces the others and points to his ear, saying, “This 
is my nose.” The players in line must point to their 
noses and say, “This is my ear.” Each time the leader 
points to some part of his body, calling it by another 
name, and the players reverse the process. As players 
fail, they drop out. The one remaining longest be¬ 
comes the next leader. 


Vocalists 

The players selected come in w T ith great formality. 
Crouching low, they begin to sing. As they go on, 
they rise, stand straight, on tiptoe, and finally begin 
to ascend chairs, tables, or anything accessible (with¬ 
out roughness, or danger, of course.) As they rise, 
they raise the pitch of their song until it, too, has 
reached its highest point. 

Water-Drinking Contest 

The formation is the same as that in the needle¬ 
threading contest. Each of the players on one side has 
a teaspoon and a glass half full of water. On signal 
they cross the room and begin to feed their partners 
water with the teaspoon. That couple first to empty 
the tumbler are the winners. 

Whistlers 

A small group of people is given a certain pitch and 
told to whistle that one note. The one holding the 
note longest wins. 


304 


FOUR HUNDRED GAMES 

Other Stunts 

Blindfold Swatting 
Blind Man's Biff 
Can and Swatter Boxing 
Circle Spinning 
Circus 

Coat and Hat Race 
Dog Fight 
Following Tag 
Hand Wrestling 
Heave Ahoy 
Hello, Mike! 

Hopping Race 
Human Relay 
Indian Wrestle 
Jump the Shot 
Lyceum Bureau 
Musical Race 
Obstacle Race 
Parlor Magic 
Peanut Race 
Poor Pussy 
Rooster Fight 
Skinning the Snake 
Stick and Toe Wrestle 
Stick Wrestle 
Toe Wrestle 
Tournament 
Traveling Bean 
Wheelbarrow Race 


INDEX 


The games here listed are classified according to kind of 
game and age of players^ The following abbreviations are 
used to designate the various kinds of games: C, Circle; S, 
Singing; D, Dramatic; M, Mimetic; Q, Quiet; A, Athletic; B, 
Ball; BB, Bean Bag; T, Tag; H, Hide and Chase; SP, Special 
Purpose; Sc Schoolroom; F, Forfeits; St, Stunts. The first 
letter in each case denotes the classification of the game ac¬ 
cording to its essential feature and the following letters indi¬ 
cate the classes in which it may also be used to advantage. All 
Forfeits may be used as Quiet games; all Dramatic and Sing¬ 
ing games are Mimetic games; and all Forfeits and Stunts, 
all Bean Bag games, all Quiet games, and all Special Purpose 
games are also Schoolroom games. No attempt is made to list 
these under all the classifications. 

Roman numerals are used to indicate the age groups. All 
games listed in Group I are suitable for children of the kinder¬ 
garten and the first three grades; those in Group II, for chil¬ 
dren from nine to twelve years of age; and those in Group III 
for upper grade and high school students and adults. 


Acrobat . 

.F 


III 

295 

Acting Crambo. See Dumb 

Crambo. 



.271 

Adverbs and Adjectives.... 

.SP Q 


II III 

159 

A-Hunting We Will Go. 

.S 


II 

46 

Airplane . 

. M 


I 

69 

All Run. 

....BHSc BB 

I 

II III 

199 

Alphabet Answers. 

.Q SP 


II III 

264 

Anagrams . 

.Q SP 

I 

II III 

265 

Animal Chase. 

.T H 


I II " 

92 

Animal Target . 

....Sc B Q 


I II 

125 

Apprentice . 

.Q D 


II III 

265 

Arrow Chase. See Chalk the 

Arrow. 




Artists’ Relay . 

.SP Q 

I 

II III 

152 

Atlas . 

.Q D SP 


II III 

265 

Authors . 

.Q SP 


II III 

266 

Autobiography . 

. F 


III 

295 

Automobile Race . 

.Sc 


I II 

126 

Bag Pile . 

.BB 

I 

II III 

187 

Balancing Bean Bags. 

.BB 

I 

II III 

187 

Ball Chase. 

....BHBBA 

I 

II III 

199 

Ball Hustle . 

.B Sc 


II III 

199 
























306 FOUR HUNDRED GAMES 


Ball Passing .. 

. B 

I 

II III 

202 

Ball Passing Relay . 

. . .B Sc BB 

I 

II III 

203 

Ball Puss . 

. . .B Sc BB 

I 

II III 

204 

Balls and Funnels. 

.Sc B 


II 

128 

Ball Stand . 

.B BB 


II III 

204 

Ball Tag . 

B T Sc BB 

I 

II III 

205 

Baseball Multiplication .. 

.SP 


II III 

145 

Baseball Spelling . 

.SP 


II III 

178 

Baste the Bear . 

.. A C T Sc 


II III 

252 

Bear in the Pit . 

.C D H 


I II 

21 

Beetle Goes Round. See Whip Tag. 



. .106 

Bell Man . 

.Sc T 

I 

II III 

126 

Biography . 

.F 


III 

295 

Bird, Beast or Fish. 

.Q SP 

I 

II III 

267 

Bird Cage . 

.Sc D T H 


I II 

126 

Bird Catcher. See Bird Cage. . . 




. .126 

Birds. See Bird Cage. 




. .126 

Birds Fly . 

... .Q D SP 


II III 

267 

Birds Learning to Fly. 

.M 


I 

70 

Black and White . 

.T H 

I 

II III 

92 

Blackboard Contest . 

.SP 

I 

II III 

146 

Blackboard Relay . 

.SP 

I 

II III 

146 

Blind Bell. See Bell Man. 




..126 

Blind Child . 

.C Sc 

I 

II III 

20 

Blindfold Blower . 

.F 


III 

295 

Blindfolded Friends . 

.F 


III 

297 

Blindfold Swatting Match . 

....A Sc St 

I 

II III 

252 

Blind Man’s Biff. 

....A Sc St 


II III 

252 

Blind Man’s Buff. 

.Sc T 

I 

II III 

127 

Blind Obstacle Race . 

.St 


II III 

298 

Blind Target . 

. . .B Sc BB 

I 

II III 

208 

Bombardment . 

.B BB 


II III 

207 

Boundary Ball . 

. B 


II III 

206 

Bound Ball . 

.B 


II III 

206 

Bow-Wow. See Dog. 




..130 

Box Ball. See Roly Poly. 




..225 

Box Jump . 

. A 


II III 

242 

Broad Jump. See Standing and Running Broad Jump.. 

..243 

Builder, The . 

.Sc SP 


I II 

127 

Building a Fire . 

.M 


I 

71 

Bull in the Ring. 

.C H A 


II III 

21 

Burley Whush. See Ball Stand 





Busy Partners . 

. St 


II III 

299 

Buying Chickens . 

.D Sc 

• 

II III 

32 

Buzz . 

.SP Q 


I II 

147 

Can and Swatter Boxing . 

....A Sc St 


II III 

253 
















































INDEX 



307 

Candle Contest. 

.St 


III 

299 

Captain Ball . 

.B BB 


II III 

208 

Cat and Mice . 

.Sc D M H 


I 

129 

Cat and Mouse. 

.C D M H 


I 

22 

Catch Basket. 


I 

II III 

189 

Celebrated Partners. 

.St SP 


II III 

299 

Center Base . 

.B C Sc BB 


II III 

209 

Chain Tug of War. 

.A 


II III 

240 

Chalk the Arrow . 

.H A 


II III 

108 

Changes. See Lost Child. 




.183 

Changing Seats. 

.Sc 


I II 

129 

Charades . 

.Q 


II III 

267 

Charlie Over the Water.., 

.C S T Sc 


I II 

21 

Chinese Tag . 

.T 

I 

II III 

93 

Chinese Wall .. 

.T H 


II III 

93 

Chooser . 

.F 


III 

296 

Choosing Partners . 

.SP 


I II 

182 

Circle Ball—I . 

.B C Sc BB 

I 

II III 

210 

Circle Ball—II . 

.B BB 


II III 

211 

Circle Blind Man’s Buff. . 

.C Sc 

I 

II III 

23 

Circle Chariot Race. 

.A C Sc 


II III 

244 

Circle Club Guard. 

.A C Sc 


II III 

237 

Circle Crisscross . 

.B C Sc BB 


II III 

213 

Circle Obstacle . 

.BB C B 


I II 

190 

Circle Race . 

.C H Sc A 


II III 

23 

Circle Relay . 

.A C 


II III 

245 

Circle Relay . 

.Sc A 

I 

II III 

130 

Circle Spinning . 

.A C Sc St 


II III 

258 

Circle Straddle . 

.B C Sc BB 

I 

II III 

218 

Circle Zigzag. See Circle 

Crisscross. 



..213 

Circular Tit-Tat-Toe . . . . 

. Q 


II III 

269 

Circus . 

.SP St 

I 

II III 

153 

Classifications . 

.Q SP 

I 

II III 

270 

Clock Golf . 

.B 


II III 

219 

Club Bowl . 

.A C Sc 


II III 

238 

Club Hustle. See Straddle Relay. 




Clumps. See Diplomacy. 




..268 

Coal Driver . 

.M 


I 

72 

Coat and Hat Race. See Going to the Fair... 



. .246 

Combination “Books” .. . 

.SP Q 


I II 

147 

Composition Relay. 

.SP 


II III 

159 

Consonant Guess . 

.SP Q 


I 

159 

Continued Stories. 

.SP Q 

I 

II III 

160 

Corner Ball . 

.B BB 


II III 

215 

Corner Spry . 

.B BB 


II III 

214* 

Crab Race . 

.A 


II III 

245 
















































308 


FOUR HUNDRED GAMES 


Crackabout . 

.B 


II III 

212 

Cracker Race . 

.St 


II III 

300 

Crambo . 

.Q SP 


II III 

269 

Crisscross Ball . 

. .B Sc BB 


II III 

218 

Crisscross Relay . 

.BB B 


II III 

190 

Crossing the Brook . 

.Sc D 


I 

129 

Cross Questions . 

.Q SP 


II III 

270 

Cross Tag . 

.T H 

I 

II III 

94 

Cup Star . 

.B C 


II III 

216 

Curtain Ball . 

.B 


II III 

215 

Day at the Seashore, A . 

.M 


I II 

72 

Day on the Farm, A. 

.M 


I II 

72 

Day on the Playground, A . 

.M 


I II 

73 

Dead Ball . 

..B Sc BB 

I 

II III 

220 

Deer Race . 

. ..Sc D SP 

I 

II III 

130 

Demonstrate Mathematical Ability .F 


III 

296 

Description . 

.SP 


II 

160 

Detective . 

.SP 

I 

II III 

183 

Dictionary Contest . 

.SP Q 


II III 

179 

Did You Ever See a Lassie?. 

. . .. S C Sc 


I II 

47 

Dine Together . 

.F 


III 

297 

Diplomacy . 

.Q 


II III 

268 

Diplomat . 

.F 


III 

296 

Dodge Ball . 

. . .B C BB 


II III 

219 

Dog . 

Sc D SP Q 


I 

130 

Dog Fight . 

... A Sc St 


II III 

235 

Double Relay. See Shuttle Relay 




.250 

Double Swatter . 

.A Sc 


II III 

253 

Double Tag . 

.T 

I 

II III 

94 

Drop the Handkerchief . 

. . .C H BB 


II III 

23 

Drop the Handkerchief (Indoors) 

.Sc 


I II 

131 

Duck on a Rock. 

.H BB 


II III 

109 

Duet . 

.F 


III 

297 

Dumb Crambo. 

.Q 


II III 

271 

End to End Bean Bag. 

.BB B 

I 

II III 

191 

Engineer . 

.SP 


I 

173 

Eskimo Coasting . 

.A 


II III 

258 

Events and Dates. 

.SP Q 


II III 

156 

Every Man in His Own Den. 

.T H 


II III 

94 

Exchange Relay . 

A Sc BB B 


II III 

238 

Faba Gaba . 



II III 

191 

Famous Men . 



II III 

272 

Farmer in the Dell. 

. ... S C Sc 


I II 

49 

Farmer Is Coming, The. 

, .H D T Sc 


I II 

109 

Fence Tag . 



II III 

95 

Fetch and Carry. 


I 

II III 

192 

















































INDEX 



309 

Find the Ring. See Moving Ring. 




Fire Department .. 



I II 

73 

Fire, Water, Air, Land... 

.Q SP 

I 

II III 

271 

Fishing . 



I 

174 

Five Geese in a Flock.... 

.H D 


I 

112 

Flower Pit. 



II III 

272 

Flowers and the Wind. . . . 

.T D M H 


II 

95 

Flowers Growing . 



I II 

74 

Follow . 


I 

II III 

153 

Following Tag . 



II III 

96 

Follow the Leader. 

.H A 

I 

II III 

110 

Fox and Geese—I. 

.H C D T 


II III 

111 

Fox and Geese—II . 

.H C D T 


II III 

111 

Fox Trail . 

.H C D T 


II III 

112 

French Blind Man’s Buff. 

See Numbers Change 


. 26 

Fruit Basket t . 


I 

II III 

131 

Funnel Race . 

.St 


II III 

300 

Gardener and Scamp .... 

.D C H Sc 


II III 

32 

Gathering Chestnuts . 

.M 


I II 

74 

Geography “Fruit Basket’ 

”.SP 


III 

154 

Gingerbread Man, The... 

.D H Sc 


I II 

34 

Goal Run . 

.Sc T H 

I 

II III 

132 

Going for a Journey. 

.SP 


I 

174 

Going to Jerusalem . 



II III 

131 

Going to the Fair. 

.A D Sc 


II III 

246 

Gossip .. 

.Q 


II III 

273 

Grammar Baseball . 

.SP 


III 

160 

Guessing Phonograms . . . 

.SP 


I 

175 

Gypsy . 

.D H 


I II 

33 

Hands Up—Hands Down. 

.Sc Q 


II III 

132 

Hand Wrestling .. 

.A Sc St 


II III 

235 

Hang Tag . 

.T H A 


II III 

96 

Hare and Hound . 



II III 

113 

Hat Ball. See Roly Poly. 




.235 

Have You Seen My Sheep? 

.C D H Sc 


II 

24 

Heave Ahoy . 

.A St Sc 


II III 

254 

Hello, Mike! . 

.A Sc St 


II III 

254 

Herr Slap Jack . 

.C 


II 

25 

Hickory, Dickory, Dock... 

.M S 


I II 

75 

“Hickory, Dickory, Dock” . 

.SP 


I II 

148 

Hidden Proverbs . 

.Q SP 


II III 

273 

Hidden Words . 

.Q SP 


II III 

274 

Hide the Ball . 

.C Sc B Q 


II 

25 

Hill Dill . 

.H T A 


II III 

113 

Historical Stage Coach. .. 

.SP Q 


II III 

157 

Hold the Fort. 

.SP 


III 

161 

















































310 FOUR HUNDRED GAMES 


Hoop Bean Bag. 

.BB B 


II III 

193 

Hoop Quoits. 

.Sc SP 


II 

133 

Hopping Bases . 

.A 

I 

II III 

239 

Hopping Chief. 

.A C Sc 


II III 

235 

Hopping Race . 

.A St 


II III 

247 

Hopping Relay . 

.A Sc 

I 

II III 

247 

Hop Scotch . 

.A 


II III 

260 

Hop to Rome . 

.F 


III 

296 

Horse and Rider. See Mount 

Ball. 



.222 

How Do You Like It?. 

.Q 

I 

II III 

275 

How D’ye Do, My Partner?., 

.S C Sc 


I II 

49 

Huckle, Buckle, Bean Stalk. . 

.Q SP BB 

I 

II III 

275 

Human Relay . 

.A St 


II III 

246 

Hungry Boy (or Girl). 

.F 


III 

296 

Hunting Rabbits . 

.SP 


I II 

180 

Hustle. See Seat Tag. 




.137 

Identify . 

.Q 


II III 

275 

I Have a Bright Idea. 

.Q 


II III 

276 

I Have a Little Dog. 

.Q SP 

I 

II III 

276 

I’ll Match You .. 

.SP 


III 

162 

Illustrator . 

.Q 


II III 

275- 

Imaginary Hide and Seek... 

...Q 


I 

277 

Imaginary Walks . 

.SP Q 

I 

II III 

162 

In and Out . 

.A Sc 


II III 

254 

Indian Club Relay. 

.A Sc 


II III 

239 

Indian Wrestle . 

.A Sc St 


II III 

236 

Indoor Tug of War. 

.St 


II III 

301 

Indoor Yard Dash .. 

.St 


II III 

300 

Initials . 

.Q.S P 


II III 

277 

Ironing Board . 

.Q 


II III 

277 

I Say Stoop! . 

.Sc SP 

I 

II III 

134 

Itisket, Itasket . 

.S C T 


II 

50 

I’ve Lost My Squirrel . 

.C D H 


I II 

25 

I Wonder . 

.Q 


II 

278 

Jacob and Rachel. See Ruth and Jacob. 




Jig-Saw Maps . 

.SP Q 


II III 

154 

Jig-Saw Puzzles . 

.Q SP 

I 

II III 

279 

Jolly Is the Miller. 

.S C Sc 


II 

52 

Juggler . 



III 

295 

Jump for It . 



III 

295 

Jump the Shot . 


I 

II III 

243 

Kaleidoscope . 


I 

II III 

183 

Kick Ball . 

.B 


II III 

991 

Kiss the Blarney Stone . 



III 

296 

Kiss the One You Love. 



III 

296 

Lame Goose . 



II III 

97 
















































INDEX 

Last Couple Out. 



II III 

311 

96 

Last Man . 


I 

II III 

134 

Leaf Naming . 


I 

II III 

171 

Letting Out the Doves . 



I II 

114 

Light My Candle. 



I 

175 

Line Ball . 

.B Sc BB 


I II 

221 

Line Tug of War. 



II III 

241 

Line Zigzag. See Crisscross Ball. 





Link Tag . 



II III 

97 

Lists . 


I 

II III 

279 

Live Checkers . 

.SP 


I II 

163 

Living Titles—Living Slogans.... 

.SP Q 

I 

II III 

164 

Living Words . 

.SP 


II III 

180 

Logomachy . 

.Q SP 


II III 

280 

London Bridge . 

.S 


I II 

54 

Looby Loo .. 



I II 

53 

Lost and Found . 

.SP 


I 

175 

Lost Child . 

. .SP H Q 


II III 

183 

Lost Identity . 

.Q SP 


II III 

280 

Lucky Strike . 

.St 


II III 

301 

Lyceum Bureau . 

.Q St 


III 

281 

Making a Garden. 

.M 


I II 

77 

Marching Tag . 

.T 


II III 

98 

Masquerade . 

.Q SP 


II III 

281 

Master of the Ring. See Hopping 

Chief. 



.235 

Matchingsr-'Flowers. 

.SP 


II III 

171 

Maze Tag . 

..THSc 

I 

II III 

98 

Memory Run .. 

.. . .*Sc SP 


I II 

134 

Merchant . 

. .SP D Q 

I 

II III 

155 

Midnight . 

. . .T D H 

I 

II III 

98 

Minister’s Cat, The. See I Have a 

Little Dog. . 



.276 

Miser . 

.F 


III 

295 

Missing Children. See Lost Child. 




.183 

Mixed Wrestling . 

.F 


III 

296 

Mosaics . 

....Q SP 


II III 

282 

Motor Boating . 

.M 


I II 

77 

Mount Ball . 



II III 

222 

Moving Ring, The .. 

.Q C 

I 

II III 

281 

Muffin Man, The . 

...S C Sc 


I II 

55 

Mulberry Bush, The . 

... S C Sc 


I II 

56 

Multiplication Football. 

.SP 


II III 

149 

Multiplication Toss Ball. 

.SP 


I II 

148 

Musical Contest . 

.SP 


II III 

169 

Musical Race. 

. ...SP St 


II III 

169 

My Ship’s Arrived. 

.SP 


II III 

155 

Mysterious Couplets. 

....Q SP 


III 

282 
















































312 


FOUR HUNDRED GAMES 


Needle’s Eye . 



.s 


I 

II 

60 

Needle Threading Contest . 



St 


II 

III 

301 

Negative . 



.F 



III 

296 

Newcomb. See Curtain Ball. 







.215 

Newspaper Race . . 



St 


II 

III 

301 

Nimble Blower . 



.F 



III 

296 

Nixie Polka . 

. . . .S 

C 

Sc 


I 

II 

57 

Number Guessing. 


SP 

Q 


I 

II 

149 

Number Guessing . 



• Q 


II 

III 

282 

Numbers Change . 


.c 

Sc 

I 

II 

III 

26 

Numbers Change (Double) . 



.C 


II 

III 

26 

Number Toss . 

...SP C 

B 


I 

II 

150 

Nuts in May . 


.s 

H 


II 

III 

60 

Oats, Peas, Beans, and Barley... 

....S 

c 

Sc 


I 

III 

61 

Observation . 


,SP 

Q 



II 

184 

Obstacle Race . 


.A 

St 


II 

III 

247 

Old Witch . 

.. .D 

H 

Sc 



II 

36 

Old Witch Goes Riding . 



, M 


I 

II 

78 

Old Woman from the Wood . 

. . .D 

H 

Sc 


I 

II 

35 

One, Two, Three . 



• Q 


II 

III 

283 

Orator . 



.F 



III 

296 

Organ Builder . 


SP 

D 

I 

II 

III 

170 

Over and Under . 


B BB 

I 

II 

III 

223 

Over and Under . 



Sc 


II 

III 

255 

Overhead Bean Bag . 


BB 

B 

I 

II 

III 

193 

Over the Top . 



.A 


II 

III 

255 

Oysters and Clams . 


. .T 

H 

- 

II 

III 

99 

Parlor Magic . • . 


• Q 

St 



III 

283 

Parrot . 



.F 



III 

296 

Partners . 


. . .BB 

I 

II 

III 

193 

Partners Run. See Partner Tag- 

-II. . . 







Partner Tag . 



.T 


II 

III 

100 

Partner Tag — I . 

_ A T 

H 


II 

III 

255 

Partner Tag — II . 

.A T 

H 


II 

III 

256 

Pass . 

....Q 

SF 

’ C 

I 

II 

III 

284 

Pass Ball . 

.B C 

BB 

; Q 


II 

III 

224 

Pass the Clothespins. 


Sc 

SP 


II 

III 

135 

Peanut Race . 

..Sc 

SP 

St 

I 

II 

III 

135 

Pebble Chase . 



.H 



1 II 

114 

Penny Search . 


• Q 

SP 


II 

III 

285 

Pig in a Hole. 



.B 


II 

III 

223 

Pilgrims, The . 



.M 



I II 

79 

Pinch-0 . 



Sc 


II 

III 

100 

Placing the Ball. 





II 

III 

136 

Play Dog . 






III 

295 

Playing in the Wind. 






I II 

81 
















































INDEX 

Poison . 


I 

II III 

313 

26 

Pollyanna . 



III 

296 

Pony and Rider. See Mount Ball. . 




. .222 

Poor Pussy! .. 



II III 

284 

Postman . 



I 

176 

Potcito RclCO—I ... 

.A 


II III 

248 

Potato Race—II . 

.A 


III 

249 

Prince and Guards . 

.H D 

I 

II III 

115 

Prince of Paris .. 

.Q 


II III 

284 

Prisoner’s Base—I . 



II III 

101 

Prisoner’s Base—II . 

..T H A 


III 

101 

Progressive Drill . 

. ...SP Q 


I II 

150 

Progressive Poets. See M>sterious Couplets.. 



. .282 

Pronoun Game . 

.SP 


I II 

164 

Proper Places . 

. ...SP Q 


II III 

155 

Pursuit Relay .B 

T BB A 


II III 

224 

Pussy Wants a Corner Spelling. . . . 

.SP 


I II 

181 

Queen Dido . 

.Q 


II III 

286 

Quiz . 

.. ..SP Q 


II III 

157 

Quotations . 

.SP 


II III 

164 

Railroad Train . 

...Sc SP 


I II 

136 

Reading Baseball . 

.SP 


I II 

176 

Reaping the Flax. 

.M 


I II 

82 

Relievo . 

..H D A 


II III 

115 

Repetition . 

.... St Q 


II III 

302 

Rh/mster . 

.F 


III 

297 

Ribbon Race . 



II III 

302 

Riddles . 

. ...Q SP 

I 

II III 

287 

Right and Left Relay . 

.B 


II III 

226 

Ring Call Ball .B 

C Sc BB 

I 

II III 

226 

Roly Poly . 

.B H 


II III 

225 

Rooster Fight .. 

• A Sc St 


II III 

236 

Rope Pull. See Tug of War. 




.240 

Rope Swatting, Blindfolded . 

.. .. A Sc 


II III 

256 

Roundabout Answers . 

.F 


III 

297 

Round and Round the Village . 

.S 


I II 

62 

Run and Throw Relay. 

B Sc BB 


II III 

227 

Run, Sheep, Run . 

....H D 


II III 

116 

Ruth and Jacob . 

. ...C Sc 


II III 

27 

Scanning Verse . 



III 

295 

Schoolroom Tag. See Goal Run. . . . 




.132 

Sculptor . 

.SP 

I 

II III 

153 

Seat Tag . 

.Sc T H 

I 

II III 

137 

Sense Training . 

...SP Q 

I 

II III 

184 

Shadow Tag . 



I II 

103 

Shell Guess . 

...SP Q 


I II 

150 

















































314 


FOUR HUNDRED GAMES 


Sheep Pen Down. See Yards 

Off. 



.121 

Shoemaker, The . 


.M 

I II 

83 

Shouting Proverbs. 


...Sc SP 

II III 

137 

Snow Humility . 


.F 

III 

295 

Shuttle Relay . 


.A 

II III 

250 

Siberian Man Hunt . 



II III 

120 

Simon Says. 


.Q 

I II III 

287 

Singing Tag . 


.T 

II III 

104 

Single Relay Race . 


.A 

I II III 

251 

Single Track . 


.Q 

II III 

288 

Skinning the Snake . 


.A Sc St 

II III 

261 

Sleeping Beauty, The. 


,DHSc 

I II III 

38 

Slipper Slap . 


. ...C Sc 

I II III 

27 

Smuggling the Geg. 


.11 D BB 

II III 

117 

Snail Shell, The . 


.S 

II III 

63 

Snake in the Grass. 

.. .C 

Sc BB Q 

I II III 

28 

Snatch . 


. . . .BB B 

II III 

194 

Snatch the Handkerchief . .. . 


...H BB 

II III 

117 

Snatch the Stick . 


.T H 

II III 

103 

Snow Man . 


.H A 

II III 

118 

Snowstorm, The . 


.M 

I 

85 

Spelling Lotto . 


. ...SP Q 

II 

181 

Spinning the Pan . 


.SP 

I II 

151 

Spinning the Platter. 


.Sc 

I II III 

137 

Spoon Game . 


..CScQ 

II III 

28 

Spud . 


.B 

II III 

227 

Square Relay . 


.Sc 

I II III 

138 

Squirrel and Nut . 


.Sc D BB 

I II 

139 

Squirrel in the Trees . 


..T D H 

I II III 

103 

Stage Coach . 


.Q 

II III 

288 

Stand Ball . 


. . . . B BB 

I II III 

229 

Standing and Running Broad Jump. 

.A 

II III 

243 

Statues . 


. C 

II 

28 

Stealing Sticks . 


.H 

I II III 

119 

Steps . 


.T 

II III 

104 

Stick and Toe Wrestle. 


.A Sc St 

II III 

236 

Stick Wrestle . 


..A Sc St 

II III 

236 

Stool Ball . 


. . .. B BB 

I II III 

229 

Straddle Relay . 


.A 

II III 

257 

Stunt Guesser . 


.St 

II III 

302 

Suspense . 



I II 

138 

Sweep . 


.H C 

I II III 

119 

Table Football . 



I II III 

230 

Tag the Wall Relay. 


.Sc A 

I II III 

139 

Tailing the Donkey. 


.Sc 

I II III 

140 

Taking Steps . 



I II III 

181 
















































INDEX 315 


Target Toss—I. 


I 

II III 

194 

Target Toss—II. 



II ill 

194 

Teacher and Class. See Teacher 

Ball. 



.231 

Teacher Ball . 


I 

II ill 

231 

Telegrams . 

.Q SP 


II III 

289 

Tether Ball . 

.B 


II ill 

230 

Thanksgiving Basket . 

.SP Q 


I II 

182 

Thanksgiving Dinner . 

.M D 


I II 

87 

Thanksgiving Feast . 

.SP Q 

I 

II ill 

165 

Third Man . 

.T 


II ill 

104 

This Is My Nose . 

.St 

I 

II ill 

303 

Thread Follows the Needle, The.. 

.s c 


I II 

64 

Three Deep . 

.T C H 

I 

II III 

105 

Throwing Light. See I Wonder 




.278 

Thus Says the Grand Mufti. . . . , 

.Sc Q 


II III 

140 

Tit-Tat-Toe . 

.Q 


II ill 

289 

Toe Wrestling . 

.. .A St Sc 


II ill 

237 

Toss Ball. See Stand Ball. 





Touch Ball . 

B C Sc BB 

I 

II ill 

231 

Touching Words . 

.SP C 


I 

177 

Tournament . 

.A St 


II ill 

240 

Toys . 

.M 


I II 

86 

Trades . 


I 

II III 

39 

Train Game . 

.SP 


II 

152 

Traveler . 

.F 


III 

297 

Traveling Bean . 

...A Sc St 

I 

II ill 

251 

Traveling Game . 

.Sc Q 


I II 

139 

Tree Tag. See Hang Tag. 




. 96 

Trees . 

.SP 


II ill 

172 

Trick Dog . 

.F 


ill 

295 

Trick Horses . 

.SP 


I II 

171 

Trip to the Zoo, A. 

.M 


I II 

87 

Tug of War . 



II ill 

240 

Turkey . 

.D Sc 

I 

II ill 

40 

Two-Minute Conversations . 

.Q SP 


II ill 

290 

Up, Jenkins! See Hands Up, Hands Down.... 



. 132 

Varied Weather . 

.F 


ill 

297 

Verb Games . 

.SP 


I II 

166 

Vocalists . 

.St 


ill 

303 

Volley Ball . 

.B 


II III 

232 

Walk Like a Fish . 

.F 


III 

295 

Water Drinking Contest . 

.St 


ill 

303 

Water Sprite . 

. ...T D M 


I II 

106 

What Is My Country?. 

.SP 


III 

156 

What Is My Thought Like? . 

.Q 


II III 

290 

What Kingdom . 

.Q 

I 

II III 

291 
















































316 


FOUR HUNDRED GAMES 


Wheelbarrow Race . 


. . .A 

St 


II 

III 

251 

When I Was a Shoemaker. 


.S C 

Sc 



II 

65 

Whip Tag . 

T 

C H 

BB 


II 

III 

106 

Whip Tag . 


..Sc 

BB 


II 

III 

140 

Whistlers . 


... St Q 

I 

II 

III 

303 

Who Is It? . 



SP 



III 

158 

Who Is Your Neighbor? . 


... Sc Q 

I 

II 

III 

141 

Widow from Barbary Land, The. . 

.D 

S H 

Sc 

I 

II 

III 

43 

Wind Ball. See Balls and Funnels 







.128 

Wind up the Faggot. 

.D 

C S 

Sc 


] 

[ II 

41 

Wink ’Em . 



.Sc 

I 

II 

III 

142 

Witch, Hen, and Chickens. 


....D 

H 



II 

42 

Witch in the Jar. 

.D 

S H 

Sc 

I 

II 

III 

42 

Wolf . 


...H 

D 


II 

III 

120 

Wooden Man. 



.F 



III 

295 

Word Building . 


...Q 

SP 

I 

II 

III 

291 

Word Contest. 


. . .SP 

’ Q 


] 

II 

177 

Word Relay . 


...Q 

SP 

I 

II 

III 

292 

Yards Off . 



.H 


II 

III 

121 

Zigzag Runner . 



.A 

I 

II 

III 

241 































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